India Careers 360 (10-2018)

FOR JEE/NEET 2019 PREPARATION PACKAGE CALL 011-40 360 360
October 2018 ` 60
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Features INDIA’S
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BEST
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SCHOOLS
THAT MAKE A DIFFERENCE
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ONE PLANET
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ACADEMY
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CAREER PATHS SCHOOLS

2019
After 10+2
FIGHTING THE ROTE
CBSE STEPS IN
Schools for
21st Century 3000+SCHOOLS' RATING
TECHNOLOGY
IN EDUCATION
Heads of Schools,
Educationalists Speak to You
Interview
T K Arunachalam
and More… Cambridge Assessment English
Buy now
JEE Main/NEET Knockout at
An exhaustive E-learning program for Rs. 4999/-
JEE Main/NEET 2019
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What’s in it for you?
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Be taught by experienced faculties 5000+ concepts with videos, most Be empowered to take unlimited
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Competitive Analysis Performance Analysis

Predict your rank basis your Get advanced reports on strengths,
expected score with weaknesses, current preparation level
Rank Predictor and overall improvement
For JEE Main Knockout, visit: c360.me/y60
For NEET Knockout, visit: c360.me/y50
011-40360360 ask@careers360.com
18 COVER STORY
INDIA’S
BEST
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SCHOOLS
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RATING 60 East Zone 84 South Zone
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22 North Zone 74 West Zone 100 Central Zone
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FEATURES INTERVIEWS/COLUMNS
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110 Career Paths After 10+2 12 TK Arunachalam 14 CB Sharma

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116 Fighting the Rote – CBSE’s New Move Regional Director, South Asia, Chairman - NIOS
Cambridge English Language
124 Choosing IB? Things to bear in mind
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Assessment
128 21st Century Schools
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132 Digital Tools of Technology in Education 112 Dr. Vandana Lulla 127 Dr. Jagdish Gandhi
156 Addressing Special Needs Director, Podar Group of Founder, CMS Group of
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International Schools Schools

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141 Dr. M Kasturi 155 Dr. Theodore Mockrish

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CAMPUS REVIEWS Birla Balika Head of School, Canadian

Vidyapeeth, Pilani International School
106 Ahmedabad International School
114 Pathways School Noida
158 Amy K. Marx 168 Anantha Kumar
118 Symbiosis International School, Pune
Head of IPP, Heritage Director, UNESCO-MGIEP
130 Sardar Patel Vidyalaya, Delhi Xperiential Learning School
136 Mahatma Gandhi International School

148 Campion School, Mumbai
REGULAR
152 The Hyderabad Public School
4 Queries
Cover Design: Anshul Sharma 6 Starters
184 Study Abroad: Veronica Hailey, VP of University of Bath
Connect with us on 188 Engineering: Artificial Intelligence
www.facebook.com/Careers360
194 Job Hunt
Queries
October 2018 w Vol. X w Issue 10
Publisher: Maheshwer Peri FOR JEE/NEET 2019 PREPARATION PACKAGE CALL 011-40 360 360
Editor-in-Chief: B. Mahesh Sarma September 2018 ` 60
Consulting Editor: Alok Mehta
6783
HIRING TRENDS 2019
WHAT THE
Chief Financial Officer: RECRUITERS
WANT
B. Mallikarjuna Reddy Features on
Big Recruiters
Chief Product Officer: Arastu Zakia Manufacturing
PSUs
R. Uppal
Maruti Suzuki
Harpreet Kaur
Godrej & Boyce
Gajendra Chandel
Tata Motors
Chief Strategy Officer:

Healthcare
QUERY
Pharmaceuticals
E-Commerce
(New initiatives) : Prateek Shrivatsava Automobiles Sanjay Jog Vijay Sethi Shubhra Bhandari
Reliance Jio Infocomm Hero MotoCorp Texas Instruments
Consumer Durables-
OF THE
FMCG
Who is a
Best-fit Candidate?
Rajeev Bhadauria Zairus Master Milind Apte
Degree Vs. Skill Jindal Steel & Power Shine.com CEAT
Managing Editor: Nimesh Chandra

Cover Sep.indd 1
Academic Speak | Interviews | Columns and more...
02/09/18 3:38 AM
MONTH
Sr. Executive Editor: Rajaram Sukumar
Art Director: Anshul Sharma Q. My MAT results have been declared.

Can you please guide me as to how I can
Editorial Team: Prabhavati A,
Apratim Chatterjee, Alok Mishra, apply for colleges of my choice? Keerthi
UGC approved
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Amita Jain, Bhanu Pratap Singh, Pritha Penumallu, Andhra Pradesh
Roy Choudhury A. Make a list of the colleges of your prefer-
ence and check whether you meet the MAT
Ma
Design and Photo: Shvetank Verma,
Surander Kumar, Pradeep Krishnan GR cut-off criterion of those colleges or not. If you
are eligible, you can simply visit the official
l_
(Photo Journalist)
colleges
Counselling: Sachin Chetani website of those B-Schools and apply online
Data: Prabir Mohanty by filling the application form. More than 600
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Technology & Product: B-Schools accept MAT score. Every B-School
Vikas Batra, Deoashish Kumar has different MAT cut-off. You need to qualify
gi
the cut-off to get shortlisted for the admission
Marketing & Branding process. To know the colleges you’re eligible
Ishita Aggarwal
for, you can use Careers360’s MAT Pathfinder
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ADVERTISING & MARKETING

Associate Publisher :
Tool. While using the tool, you would need to
enter your MAT score details, category, aca- across India
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Dheeraj Sharma, 9910590846 demic details and other related details asked
Delhi: Piyush Bhatt, 9716666896
Punjab: Hitesh Batra, 9999665079
by the tool. Once you submit the details, the
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Kanpur: Achal Mishra, 9958729425 tool will display the list of colleges as per your
Bangalore: Priyanka Mitra, percentile/score
are
/t
09999089270; Shivangi Sharma,

9742650158
Chennai: Amulraj K, 9841267679
Q. I had Computer Science in B.Com.
Should I do my Master’s in Computer
:/
West: Priyanka Mohanty, 9819872124
getting this
Application or Business Administration?
FINANCE & ACCOUNTS Mac John, Gujarat
s
Santosh Tiwari, Jagriti Mahajan,

A. Business runs on information, and in
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Bharat Arora, Sanjay Kumar
copy
today’s world, information is shared through
CIRCULATION/SUBSCRIPTION technology. An MBA in Information Tech-
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Delhi: 011 4929 11 33 nology integrates business management and

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Tel: 011-4929 1111, Fax: 011-4929 1122 ally take two years’ of full-time study, some
programs may only take one year of study to
Printed and published by
courtesy
complete. Students may also have the option
Maheshwer Peri on behalf of
Pathfinder Publishing Private Limited. to take their coursework remotely through
Editor: B Mahesh Sarma. Printed at: an online MBA program. Computer Applica-
GH Prints Pvt. Ltd., A-256, Okhla tion is use of the computer to solve a specific
Industrial Area, Phase-1,
problem or to accomplish a job for an end user.
New Delhi-110020 & published from:
6, Panchsheel Shopping Centre, MCA or Master of Computer Applications is a
New Delhi — 110017 postgraduate Information Technology course.
Distributed by
Living Media India Limited Share your opinions, bouquets ‘n’
Released on 01-10-2018 brickbats at editor@careers360.com
Total no. of pages: 192 + 4 Covers or visit our Facebook page
4 CAREERS 360 OCTOBER 2018

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Admissions Open. Call + 91 77602 99992
Pre K - Grade 12 | Day / Boarding
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Recognized as ‘Influential Brand and Leader in Education’

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Awards & Accolades

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Campus:
Begur - Koppa Road, +91 80 3085 2999 | +91 77603 99993
E-City Phase 1, Bangalore - 560105 www.candorschool.com
In the news
CAREER NEWS CAMPUS NEWS NEW COURSES EVENTS
ENGINEERING
PARTICIPANTS OF the NTPC Electron Qui
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Jadavpur University
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wins NTPC Electron
Quiz
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The Kolkata edition of National Ther-
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mal Power Corporation’s Electron
Quiz 2018 witnessed Jadavpur Uni-
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IIT BOMBAY team will now represent Mumbai in the national finals of the Nobel Memorial Quiz versity bagging the first position fol-
lowed by NIT Rourkela. It was a close
IIT-B TRIUMPHS SWEDEN contest where the winner was decided

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through a tiebreaker. Heritage Insti-
INDIA NOBEL MEMORIAL QUIZ

tute of Technology secured the third
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position. The competition saw IGIT

Sarang, IIT Kharagpur and a second
team from NIT Rourkela reaching
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I IT Bombay won the Mumbai qualifying round of The Sweden India Nobel Memorial Quiz
2018 held at the SP Mandali - Welingkar Institute of Management. The team will now rep-
the finals. With the best teams rep-
resenting their respective institutes,
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resent the city at the national finals which will be held in New Delhi on 1st November 2018. it was an exciting contest. Adhikram
Organized by the Embassy of Sweden in collaboration with leading Swedish companies in Bandyopadhyay, General Manager of
Kolkata- NTPC, was the chief guest on
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India and other partners as well as the Consulate General of Sweden in Mumbai, it forms part
of the Sweden India Nobel Memorial programme. The winning team members. -- Anshul the occasion. First prize was awarded
Nasery, Meghomita Das and Nithin Kumar -- did their institute proud by answering the to Ayush Padia and Srijeet Basu from
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brain-teasers posed. Bjorn Holmgren, Consul, Consulate General of Sweden, handed Jadavpur University, the second prize
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out the prizes at the Inter-Collegiate quiz competition which saw avid quizzers from went to Swayambodha Mohapatra and
across reputed colleges and technical institutes of the city and from nearby areas. Abhishek Patra from NIT Rourkela.
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Tech NIE Mysore:

Mahindra’s A preferred
initiatives make place for
associates recruiters
future-ready
TECH MAHINDRA'S initiative to reskill its workforce NIE MYSORE witnesses a surge in recruitment
Tech Mahindra, a leading provider of digital transformation and IT-based services The National Institute of Engineering (NIE), Mysore, has stood out as a preferred
and solutions, recently announced its partnership with FutureSkills, an initiative by place for recruiters with the highest salary on offer being Rs 25.18 lakhs per
NASSCOM. It is powered by Edcast, a leading Silicon Valley organization for per- annum. The recruitment witnessed tripling of the numbers with 10 percent
sonalized learning. This is a step towards reskilling and upskilling Tech Mahindra’s increase as compared to the previous year. The high rate of campus placement
workforce in next-gen technologies. The initiative will enable them to deliver inno- is being attributed to the approach of imparting knowledge and skills relevant to
vative and cutting-edge solutions for the customers. Launched by Prime Minister industry for its students. The pre-placements this year saw participation and offers
Narendra Modi in February 2018, FutureSkills is a new age Learning Experience from 42 domestic and global companies. There is a 15 to 20 percent hike in the
Platform from NASSCOM for building skills in nine futuristic technology areas. salary offered by several organizations.

MANAGEMENT
5th Verghese Kurien Memo-
rial Oration held at XLRI
CARRYING DR. Kurien's legacy forward
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The Xavier School of Management, XLRI, Jam-
shedpur Campus, recently organised the 5th ‘Dr.
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Verghese Kurien Memorial Oration on Sustainable
INDUSTRY LEADERS came together in Hyderabad to discuss the trends in HR management Development’.The event was organised in memory
of the founder of AMUL Dr. Verghese Kurien,
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IIMA ORGANISES ITS THIRD EDITION OF
otherwise known as “the Milkman of India”. The
oration was aimed to provide a platform to learn
from thought leaders, social entrepreneurs, devel-
HR LEADERSHIP CONCLAVE ta opment sector professionals and policymakers

who have made a significant contribution to the
idea of an empowered, prosperous and a sustain-
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able society. This year, the oration was delivered
he third edition of IIMA’s HR Leadership Conclave was organised in Hyderabad. by noted development activist and economist,
The participants of the event got insights from various industry leaders on the Dr. Jean Dreze. The event was also graced by
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current practices in the context of learning and development. The event was attended Fr E Abraham, SJ Director of XLRI, Dr. Ashis K.
by senior level HR professionals. Prof. Errol D’ Spiza, Director, IIMA said, “As an Pani, Dean (Academics), Dr. Madhukar Shukla,
Chairperson, and Fr Arrupe of Center for Ecology
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institute of management, IIMA researches on these topics to help organizations to & Sustainability, XLRI Jamshedpur. Dr. Jean spoke
find tangible solutions. Some of these research insights come back as a part of Execu- on the topic of “Economic Growth and Social
tive Education Programs.” IIMA proactively connects with corporate, government, Development”.
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alumni and researchers over forums like HR Leadership Conclaves to discuss the most
recent and emerging trends in organizations and management.
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Corporate
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barons call
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for compassion-
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ate approach
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PROMOTING RESEARCH through collaboration

towards Wharton courses soon for
employees Indian high school students
The NSE Academy Limited, a wholly owned sub-
MDI Gurgaon and The Tibet THE EVENT was attended by top business leaders sidiary of National Stock Exchange of India Limited
House recently organized a (NSE), Knowledge@Wharton (K@W), the online
journal of research and business analysis of the
fishbowl discussion with top suffering from workplace stress and bad health Wharton School of the University of Pennsylvania
business leaders for develop- and a compassionate approach towards workforce and Wharton Executive Education (WEE), have
ing a framework for the com- is urgently required. The proportion of workers at signed a Memorandum of Understanding (MoU) to
passionate corporation. The high risk of suicide due to unmanageable stress has impart financial knowledge and skills to Indian high
school students across the country. The 9th and
thought leadership initiative grown to eight percent in 2018 from four percent 10th-grade students in Tier II and III cities would
was an attempt to start a dia- two years ago. The event was a collaborative effort get an opportunity to have access to the courses
logue between industry and and was conceptualized and organized by a group from one of the renowned business schools, Whar-
academia on building a shared of faculty and students of MDI Gurgaon and two ton School. The courses will be offered to students
in smaller towns through state of art technology.
understanding of the framework external members, G. Ravindran, Chair Profes- Vikram Limaye, MD & CEO, NSE, and Dr. Michael
for compassion at the work- sor, TISS-Leadership.next, and Dr. Sunita Chugh, R. Gibbons, Deputy Dean, Wharton School, signed
place. Indian corporations are founder, ‘On the Last mile’. the MoU at The Wharton School.
CAREERS 360 OCTOBER 2018 7

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SCHOOLS
Winmore Academy – The
School of Life to be launched
in Bengaluru
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STUDENTS OF Blue Bells Public School came on top at Industrial Design Championship WINMORE PROVIDES affordable education
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St. Andrews School, a renowned 33-year old
BLUE BELLS PUBLIC SCHOOL Hyderabad-based chain of schools, recently

announced its move to bring affordable quality
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education to Bengaluru under Winmore Academy.
SHINES AT DESIGN CHAMPIONSHIP St. Andrews School, Whitefield, will be the first
school under this banner. According to Ashish
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Emanuel, Director, St. Andrews School, “Winmore
Academy is a significant milestone in our journey
S tudents of Blue Bells Public school bagged the second position at the coveted of providing high-quality affordable schooling. We
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firmly believe this will further propel our vision on

Industrial Design Championship (IDC). The students came second in Industrial a bigger platform, by taking forward excellence in
Design Category and in Graphic Design Category. The Industrial Design Champion- education to a larger and diversified community.”
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ship is a platform for school students who want to showcase their talent in designing. The Winmore Academy will have every classroom
The competition is held across seven cities. More than 90 schools from Delhi NCR characterized with the latest Audio Visual equip-
ment to provide better learning for students. Win-
participated in the championship. The event saw the entry of more than 630 projects.
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more Academy emphasizes on providing sports,

“We are proud of our students who have performed well. We hope that by emphasizing arts and other extra-curricular activities for its
the importance of technology and pedagogical design principles, our students will bet- students. The school will be following the CBSE
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ter understand their place in the modern world,” said Arpita Acharya, Vice Principal, curriculum.
Blue Bells Public School.
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KidZania
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Mumbai
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celebrates its
5th Anniversary LENDING A helping hand in times of need
School students pitch in for

Marking five years of spreading
joy across Mumbai, KidZania
Kerala flood relief
celebrated the day by encourag- An unprecedented rainfall caused havoc in Kerala
this August. With the state struggling with the
ing donation of any storybook in KIDZANIA MUMBAI empowers kids through books
after-effects of the devastating floods, help poured
good condition in exchange for in from everywhere. Several schools, including
10 additional KidZos. An initia- paZZport holders, this offer was valid on all week- Daly College Indore, Canadian International School
tive shared with Harper Collins, days. A special treasure hunt was organized for all and Mount. Litera School, pitched in to help the
people of the state. Students of the Canadian
the books were donated to an the visitors. Families participated in this treasure International School donated necessary supplies
NGO where kids can read, learn hunt and the winner received a special hamper to the distressed people of Kerala. Mount Litera
and empower themselves. at the end. KidZania boasts of a safe, unique and School too contributed to the relief by collecting
As part of FridayFever, Kid- interactive global indoor theme park that inspires, and sending essentials such as new sleeping
mats, bed sheets, blankets, raincoats and food
Zania also offered a free adult educates and empowers kids. Their experience supplies such as sugar, tea, salt, grains, rice. Daly
ticket on every kid ticket. To at KidZania helps them understand and manage College Indore organized a fete which was called
its loyal members, B.KidZanian their world better. “Rally for Kerala” to collect funds for relief.

EVENT
IGNOU begins new Korean
Language Course
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IGNOU PROMOTES multilingualism
THE CONCLAVE aimed at helping students to be in tune with the trends in criminal law
Indira Gandhi National Open University (IGNOU)
AMITY LAW SCHOOL HOLDS CRIMINAL inaugurated the Korean Language Course at Kore-
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an Cultural Centre India, New Delhi, recently. The
programme “Certificate in Korean Language and
LAW CONCLAVE AT NOIDA Culture” was launched in July 2018. The course
ta has witnessed a registration of 800 students from

various regions. The minimum eligibility for seek-
A
ing admission to the course is the completion of
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mity Law School Noida recently organised a one-day ‘Criminal Law Conclave’
high school. And the programme fee is Rs. 2,500.
to keep the students abreast with the changing paradigm in criminal law. The The enrolled students can take this course with a
conclave was aimed at providing a unique opportunity to law students from all over range of video and audio materials for an infinite
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the country to cultivate their interests in criminal law. The students participated period of time. The students can also avail time for
in various competitions like legal quiz, debate, legislative drafting and essay writ- question and answer through a particular corner
on radio channel operated at the university itself.
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ing. Speaking on the occasion, former Chief Justice of Kerala High Court Navniti The Korean language course has come into exist-
Prasad Singh said, “Law system is inefficient without the confidence of people.” A ence with the support of the Korean Embassy in
‘panel discussion’ on the topic ‘Soundness of Indian Criminal Justice System to curb New Delhi in collaboration with IGNOU.
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White Collar Crimes’ was also organized wherein renowned legal experts, politicians
and industrialists deliberated over some of the most important contemporary issues
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related to the functioning of the criminal justice system in India.

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Indian students
selected for
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Cargill Global
Scholars
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A PANEL discussion in progress at the event
Program 2018 Industry Day held at IIT Delhi

Indian Institute of Technology (IIT) Delhi success-
fully culminated its second Industry Day 2018
– Accelerating Innovation in Science & Technology’
recently. The one-day event brought together
Indian students from IIT Delhi, SCHOLARSHIP WORTH $2,500 will be given to each student academic researchers and businesses from across
IIT Bombay, NIT Trichy and sectors to forge engagement opportunities and
Delhi Technological University Scholars receive scholarship funds of US$2,500 identify future research project ideas for develop-
ment. Speaking at the second edition of the Indus-
have been selected for Cargill per year for up to two years and will be invited to try Day, Prof. Ramgopal Rao, Director, IIT Delhi,
Global Scholars Program 2018. take part in a series of leadership and enrichment said, “Industry Day presents an ideal way to identi-
The program, which is run in activities designed to enhance their critical think- fy meaningful collaborations that will both enhance
six countries since 2012, has ing skills. The program is also aimed at equip- industry and research needs. This year’s event has
been a stimulating one for the attendees and we
awarded scholarships to a ping the students with tools necessary for becom- are happy that we will be moving towards bringing
total of 360 students globally ing leaders and decision makers in their chosen exciting new developments to the market.” The
of which a sizable number, 60, fields. Students also gain valuable opportunities to event focused on the themes – Healthcare for All,
are from India. Students who observe and learn from business and community Smart Manufacturing, Artificial Intelligence, and
Blockchain Technologies, Sustainable Habitat and
are selected as Cargill Global leaders in their own countries. Strengthening the Start-up Eco-system.

India’s Best Schools COLUMN
TECH IMPACT ON
LEARNING: PROS
AND CONS
TK Arunachalam, Regional Director - South Asia
of Cambridge Assessment English, explains how
technology is shaking up the way people learn TK ARUNACHALAM,
English…
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Cambridge Assessment English
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echnology is having a huge success and a significant milestone The teacher is here to stay!
impact on education and the in the digital learning space for Cam- These are just a few areas that we’re
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way we learn, and the English bridge Assessment English. working on but as you can see they are
language learning sector is no excep- having big impacts. It’s fair to say that
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tion. Technology and language learning Massive Open Online Courses tech won’t replace the teacher, but it
have a long history. If we go back to the We’ve also successfully launched a will offer many new exciting opportuni-
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1980s, the boom in home computing number of MOOCs which are Mas- ties. For example, artificial intelligence
started to change the way we learn. sive Open Online Courses. Again, these and machine learning are starting to
More recently, the advent of the Inter- have proved popular and some of our offer some interesting possibilities for
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net and the introduction of interactive popular courses include ‘Exploring the language learning. If we look at artificial
whiteboards have also had dramatic World of English Language Teaching’, intelligence for example, this could take
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effects on the classrooms. At Cam- followed by ‘Inside IELTS’ and ‘Teach- away some of the burden on teachers
bridge Assessment English, we’ve put ing Your Subject in English’. These have further down the line.
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a lot of expertise into developing digital been hugely successful and hundreds of
resources and they are starting to have thousands of students have taken part in One thing that will change is the skills
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an impact on our learners worldwide. our courses to date. that teachers will need. The teacher
will have to become an expert in using
Games and social media Write and Improve the technology as well as teaching. So,
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At Cambridge Assessment English, Another development has been ‘Write it’s creating the need for a different sort
we’ve produced lots of games, videos and Improve’, a product that allows stu- of teacher. With this in mind I’d recom-
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and social networking which are prov- dents to choose a topic, write about it in mend teachers visit the Digital Teacher
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ing to be great ways of helping people English and get instant feedback. Well website that we’ve developed in consul-
to learn English. One of our most suc- over a million pieces of writing have tation with practising language teachers
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cessful developments to date is Quiz been submitted and checked since Sep- and trainers. People visiting the site
Your English, which is a mobile app tember 2016. In less than a year from can use the Cambridge English Digi-
that allows language learners around its launch it had been used by 675,981 tal Framework for Language Teachers.
the world to go head-to-head in an Eng- people in 225 countries. This provides a guide to professional
lish language quiz. Players can chal- development and teachers can also use
lenge people via social media to see It’s fair to say that tech a free self-evaluation tool and explore
who comes out on top for vocabulary the six categories of the framework to
and grammar skills. The app covers won’t replace the teacher, find their unique starting point and so
a range of topics and has proved to but it will offer many new they can set realistic goals.
be a fun way to practise and improve exciting opportunities. For
students’ English. Launched in March For us, learning English is more than
2017, 1,785,000 games had been played example, artificial intelli- just exams and grades. It’s about hav-
by early September 2017 with around gence and machine learning the confidence to communicate
10,000 new players installing it each ing are starting to offer and digital can certainly help with
week. Millions of more games have this. With all of these new ideas and
been played since then and it continues some interesting possibili- approaches to learning, it’s such an
to be popular. This has been a huge ties for language learning exciting time to be learning English!

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India’s Best Schools INTERVIEW
SCHOOLING
C.B. Sharma, Chairman of the
National Institute of Open
Schooling (NIOS), speaks to
FOR ALL Meghaa Aggarwal on the
challenges and opportunities in
SANS open schooling…
ARTIFICIAL Q. NIOS was originally set up to address the

dearth of regular schools in the country. How
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has its role evolved with the growth of schooling
BARRIERS
infrastructure?
A. Attending regular schools is the right process.
Ma
For overall development of a child, it is important
that every child goes to a school and grows up in the
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company of a peer group. Unfortunately, the way
schools have developed, regular schooling is not
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able to meet the needs of a large number of students.
On the other hand, the in-built capacity and flex-
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ibility of NIOS have allowed us to accommodate a
large number of people.
Despite a provision that requires all schools to
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have special educators, many of them are either

not able to or are unwilling to meet the needs
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of differently-abled students. So, a large number

of differently-abled students complete schooling
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through NIOS. In the last two years, the NIOS

has developed study material for five subjects in
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sign language for hearing-impaired children. We

have also relaxed our norms for autistic children
who face extreme hardships in pursuing education
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through normal schooling.

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We also cater to ‘gifted’ students who are prepar-

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ing for various competitive exams and do not want

to spend time going to regular school, or those who
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excel in non-academic pursuits such as sports, act-

ing etc. Many IIT toppers, sports personalities and
film stars have completed their schooling through
NIOS. Apart from this, senior citizens, jail inmates,
army personnel – practically anyone who has not
been able to complete regular schooling for their
own reasons – can do this through NIOS.
Last year, we also launched the Diploma in
Elementary Education (D.El.Ed) programme for
untrained in-service teachers. About 14 lakh teach-
ers registered with us and appeared for their first
semester exams in May-June this year. More than
95 percent have passed the examination. The credit
for this high pass percentage goes to the effective
use of Information and Communication Technol-
ogy – lectures by the best teachers from different
institutions of the country were broadcasted on

Swayam Prabha Channel 32 (English and Hindi) For overall development of a child, it is important
and Channel 25 (Bengali and Assamese) on televi- that every child goes to a school and grows up in
sion and were also viewed over 2,25,00,000 times the company of a peer group. Unfortunately, the
on YouTube.
way schools have developed, regular schooling is
Q. Many people feel that the NIOS is merely a not able to meet the needs of a large number of
certification agency. Your thoughts… students. On the other hand, the in-built capacity
A. In a way, the NIOS does serve our desperate and flexibility of NIOS have allowed us to accom-
need for certification. In order to make our certi-
fication worthy, we have made our exams difficult. modate a large number of people
Unlike other boards, NIOS toppers usually secure
between 85 to 90%. The pass percentage is also
lower. Our students don’t have regular access to also helps ITI students. Through transfer of credits
gz
teachers and have to put in double the effort to pre- for the subjects, the learners who studied at an ITI
pare for our exams. can appear for two academic papers through NIOS
Besides, schooling is not merely about attaining a to obtain a Class 12 certificate. Since this is a new
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certificate claiming that you have cleared Class 12. scheme, not many students have availed of it this
At NIOS, we are constantly seeking ways to broad- year but we’re expecting a better response in future.
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en the scope of schooling – whether it is through the
language of instruction or the choice of vocational Q. Aren’t higher education options for students
ta
subjects.We have a robust vocational education from the vocational stream limited to B.Voc?
programme that includes courses as diverse as A. Yes. But that’s a problem of our education sys-
gi
Beauty and Wellness to IT and ITES. Last year, we tem which does not have the flexibility to accom-
launched a course for handloom workers and their modate these students. Besides, many students in
children. This includes subjects that educate them the vocational stream want or need to work after
Di
on fabric science and introduce them to various schooling and we are fulfilling this need. More than
designs found in the country, the latest technology two hundred universities have started a Bachelor
e/
in the market, and ways in which they can promote of Vocation but the learners admitted to this course
and sell their craft. We have signed a Memorandum are those who never studied any vocational course.
.m
of Understanding with the Army Education Core Now, the learners who study the vocational course
through which army jawans posted in the far-flung at the Senior Secondary level can justify studying
/t
areas can study for their senior secondary examina- for a bachelor’s degree at the graduation level.
tion. Soon, we are also going to offer them specially
designed subjects like Military Studies, Military Q. Recently, the institute was in the news over
:/
History, Yoga and Physical Education. the ineligibility of NIOS students for NEET
examinations. Even though the issue was
s
Q. In 2016, the NIOS introduced Class 12 cer- resolved in favour of NIOS, can you shed more
tp
tificates for vocational courses. Could you tell light on the matter? Are there entrance exams
us a bit more about this programme and the or higher education courses where NIOS stu-
ht
response to it? dents might be considered ineligible due to their

A. Under this programme, students can clear Class ‘unconventional’ schooling?
12 with three vocational subjects and two academic A. There are only two national boards in India –
subjects, including one language. Apart from stu- CBSE and NIOS. As such, NIOS students, except
dents of the vocational stream at NIOS, this scheme those from the vocational stream, are eligible for
everything CBSE students are eligible for. In fact,
as I’ve mentioned many of our students have topped
This year, the Medical Council of India (MCI) national competitive exams.
disqualified our students from applying for NEET- This year, the Medical Council of India (MCI)
2018, but the high court ruled in our favour. The disqualified our students from applying for NEET-
2018, but the high court ruled in our favour. The
nearly 50-page judgement was made after nearly 50-page judgement was made after meticu-
meticulously studying our material and processes. lously studying our material and processes. I have
I’ve personally taken the legal team through every- personally taken the legal team through everything.
Even though the Medical Council has escalated the
thing. Even though the MCI has escalated the matter matter to the Supreme Court, we are confident of
to the Supreme Court, we are confident of winning winning the case.

CREATING GLOBAL
CITIZENS FOR TOMORROW
I.C.S.E (Year-10) & I.S.C (Year-12)
Campus spread over more than 80 acres
Separate campus for Boys and Girls (1.5 Km apart)
gz
9TH POSITION 6TH POSITION
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ALL INDIA BOYS ALL INDIA GIRLS
BOARDING SCHOOL RANKING RANKED AMONGST TOP 10 BOARDING SCHOOL RANKING
In the 2018 survey conducted by
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6TH POSITION 4TH POSITION
IN UTTRAKHAND BOYS C-fore Education World IN UTTRAKHAND GIRLS
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BOARDING SCHOOL RANKING BOARDING SCHOOL RANKING
Our 3D Mission –Grooming children to become Dynamic, Daring and Dedicated

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in their lives thus moulding them as value driven achievers for a better world
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Our Motto - Sarbat Da Bhala (Do Good To All)

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India’s Best Schools INTRODUCTION
by Team Careers360
I
ndia has succeeded in bringing over 20 mil-
lion children into primary school education
in just about two decades. A stupendous
achievement in terms of statistics. But when
we look at it in terms of quality, a yawning gap
appears. This is a matter of grave concern. More
so, because we are a country that has pledged to
achieve the UN Sustainable Development Goal
of quality education.
gz
The first step in this direction would be to
improve the quality of learning. This can be pos-
sible only if we have a student learning tracking
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system. The way students are assessed doesn’t
leave much option for optimism. The focus is
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still on statistics. How many students pass an
exam, the scores, cut-offs for higher education
ta
admission and so on and so forth? Nobody asks
any question on learning outcomes. There is an
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overloaded curriculum and too much pressure
on students. Creativity and innovation is sacri-
ficed at the altar of rote learning and exams.
Di
It is here that the role of schools becomes

crucial in creating a community of leaders who
e/
will think out of the box to solve the knowledge

gaps for a country on the cusp of becoming a
.m
superpower. We need authentic and credible

data to determine how schools fare in bettering
/t
the learning outcomes rather than sheer num-

bers in terms of pass percentage. Challenges of
the knowledge century cannot be solved by rote
:/
learners. The question is, are our schools impart-

ing quality education? Unless we answer this, INDIA’S BEST SCHOOLS
s
India will not have a credible protocol to assess
EXPLORING
tp
its quality of education.

ht
What does Careers360 do in this

regard?
What we have attempted to do is to look a size-
able universe of 9000 schools and rate them QUALITY
OF INDIAN
based on quantifiable parameters like infrastruc-
ture, strength of faculty, number of students and
final results etc. (For more, refer to methodol-
SCHOOLING
ogy given alongside). Through this painstaking
exercise, we have been able to rate nearly 3000
schools (10 percent of the universe) in terms of
their learning outcomes.
Interpreting the ratings Here is a close look at how Indian

Of the 3000 rated schools, only 50 of them got
the highest ratings of 5A. This is so because
schools fare in terms of quality. Which
these schools are blessed exceptionally with one will you select?

RATING
METHODOLOGY
T he objective of this research exercise
was to arrive at the a of top 3,000 good
schools in the country by adopting a strin-
gent process of shortlisting data through
questionnaire, interacting with school
administrators and teachers, and finally
analysing quantifiable data. We gathered
the basic data from the School Scorecard
website maintained by the Ministry of HRD.
Careers360 is known for rating institutions
gz
across higher education domains on the
basis of objective parameters, and has con-
Ma
tinued the practice in the case of schools,
making use of data on students, faculty,
infrastructure or performance indicators
l_
such as grades, pass and aggregate per-
centage. Most of the boards do not publish
ta
the pass percentage and scores in general. A
team of researchers worked round the clock
gi
to download the data of individual schools by
inputting their relevant codes.
Di
In an attempt to understand the needs of

parents and students, in terms of academic
e/
performance, our endeavour has always

been to get better each year. So, feel free
.m
to write to us with subject heading ‘Schools’

at editor@careers360.com regarding errors,
/t
omissions and corrections.

Note: In the Rating Sheet select IB schools
also offer other curricula. Those offering
:/
CBSE are identified by an asterisk and ISC

by two asterisks
s
IB SCHOOLS have
infrastructure, quality faculty, and students belong to
tp
been at the top,

the elite International Baccalaureate program. But these when it comes to Note: In the Rating Sheet select IB
schools are quite lean in numbers compared to other providing a good schools also offer other curricula. Those
ht
boards. The primary reason is that schools with envi- atmosphere for offering CBSE are identified by an asterisk
able infrastructure do not perform well when it comes to lifelong learning and ISC by two asterisks.
academic performance. The next rating AAAA+ is earned
by nearly 250 schools indicating that the challengers are RATING SCHEMA
much larger in volume than leaders and that is a very
good sign for the country. Of the rated schools, 500+ have Rating Thresholds Standing
gained the AAAA rating indicating that most schools have 95-99 percentile Exceptional
AAAAA
a basic level of delivery capabilities.
90-94 percentile Outstanding
What can be inferred from the ratings is that a basic AAAA+
level of infrastructure is essential for good academic per- 80-89 percentile Best
AAAA
formance. But there is absolutely no correlation between
over-the-top infrastructure or five-star level facilities AAA+ 70-79 percentile Very Good
and student performance. Therefore, this is something 60-69 percentile Good
AAA
important to keep in mind when the school you approach
for your child boasts of a fully air-conditioned campus and AA+ 50-59 percentile Acceptable
‘N’ number of co-curricular activities. 40-49 percentile Average
AA

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India’s Best Schools R AT I N G N O R T H ZO N E
CAPITAL
OF TOP
SCHOOLS
The north zone comprising the
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National Capital Region and adjoining
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states continues to be the envy of the
country’s education clusters...
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CHANDIGARH
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NATIONAL Board Type Rating
DAY-CUM-BOARDING
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St. Xavier's Senior Secondary ISC Co-ed AAA

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School, Chandigarh
FASTER, HIGHER, Stronger: The Olympic ideals hold true for education as well
DAY
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Bhavan Vidyalaya, Chandigarh CBSE Co-ed AAAAA

DAY Board Type Rating
:/
Carmel Convent School, CBSE Girls AAAA+

Chandigarh Government Model Senior CBSE Co-ed AAAA
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Secondary School, Sector 16,

Delhi Public School, Chandigarh CBSE Co-ed AAAA+
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Chandigarh
Sacred Heart Senior Secondary CBSE Girls AAAA+ KB DAV Senior Secondary Public CBSE Co-ed AAAA
ht
School, Chandigarh School, Chandigarh

St John's High School, Chandigarh CBSE Boys AAAA+ Pt. Mohan Lal SD Public School, CBSE Co-ed AAAA
Sector 32C, Chandigarh
St Kabir Public School, Chandigarh CBSE Co-ed AAAA+
Ryan International School, CBSE Co-ed AAAA
St. Anne's Convent School, CBSE Co-ed AAAA+ Chandigarh
Chandigarh
Shishu Niketan Model Senior CBSE Co-ed AAAA
Vivek High School, Chandigarh CBSE Co-ed AAAA+ Secondary School, Chandigarh
Ajit Karam Singh International CBSE Co-ed AAAA Shivalik Public School, Chandigarh CBSE Co-ed AAAA
Public School, Chandigarh
Kendriya Vidyalaya, Sector-47, CBSE Co-ed AAA+
Chitkara International School, CBSE Co-ed AAAA Chandigarh
Chandigarh
Mount Carmel School, Chandigarh CBSE Co-ed AAA+
Government Model Senior CBSE Co-ed AAAA
Secondary School, Chandigarh Strawberry Fields World School, ISC Co-ed AAA+
Chandigarh

DELHI
INTERNATIONAL Board Type Rating NATIONAL Board Type Rating
DAY DAY
American Embassy School, IB Co-ed AAAA+ Vasant Valley School, Vasant CBSE Co-ed AAAAA
Chanakyapuri Kunj
DPS International School, CIE Co-ed AAAA+ Ahlcon International School, CBSE Co-ed AAAA+
Pushp Vihar Mayur Vihar
The British School, IB Co-ed AAAA+ Amity International School, CBSE Co-ed AAAA+
Chanakyapuri Saket
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NATIONAL Apeejay School, Pitampura CBSE Co-ed AAAA+
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DAY-CUM-BOARDING Bal Bharati Public School, CBSE Co-ed AAAA+
Pitampura
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Delhi Public School, Dwarka CBSE Co-ed AAAAA
Birla Vidya Niketan, Pushp CBSE Co-ed AAAA+
Delhi Public School, Mathura CBSE Co-ed AAAAA Vihar
Road
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Bluebells School International, CBSE
Kailash Enclave
Co-ed AAAA+
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Delhi Public School, RK Puram CBSE Co-ed AAAAA
Delhi Public School, Vasant CBSE Co-ed AAAAA Convent of Jesus and Mary, CBSE Girls AAAA+
Di
Kunj Banglasahib Marg
Modern School, Barakhamba CBSE Co-ed AAAAA Delhi Public School, Rohini CBSE Co-ed AAAA+
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road
Gyan Bharati School, Saket CBSE Co-ed AAAA+
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Army Public School, Dhaula CBSE Co-ed AAA+

Kuan, Delhi NK Bagrodia Public School, CBSE Co-ed AAAA+
Rohini
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Ramjas Public School Day CBSE Co-ed AAA+

Boarding, Anand Parbat Rajkiya Pratibha Vikas CBSE Co-ed AAAA+
Vidyalaya, Dwarka
:/
The Mann School, Holambi, CBSE Co-ed AAA+

Delhi Sanskriti School, CBSE Co-ed AAAA+
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Chanakyapuri
DAY
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The Heritage School, Rohini CBSE Co-ed AAAA+

Sardar Patel Vidyalaya, Lodi CBSE Co-ed AAAAA
The Indian School, Sadiq CBSE Co-ed AAAA+
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Estate
Nagar
The Mother's International CBSE Co-ed AAAAA
School, Sri Aurobindo Marg Aadharshila Vidyapeeth, CBSE Co-ed AAAA
Pitampura

NATIONAL Board Type Rating DAY Board Type Rating
DAY Darshan Academy, Kingsway CBSE Co-ed AAAA

Camp
Ahlcon Public School, Mayur CBSE Co-ed AAAA
Vihar DAV Public School, Pitampura CBSE Co-ed AAAA
Air Force Golden Jubilee CBSE Co-ed AAAA DAV Public School, Sreshtha CBSE Co-ed AAAA
Institute, Subroto Park Vihar
Amity International School, CBSE Co-ed AAAA GD Goenka Public School, CBSE Co-ed AAAA
Mayur Vihar Rohini
Amity International School, CBSE Co-ed AAAA Gyan Devi Salwan Public CBSE Co-ed AAAA
Pushp Vihar School, Rajinder Nagar
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Amrita Vidyalayam, Pushp CBSE Co-ed AAAA
Vihar ASN SENIOR Secondary School (below) gives good attention to sports
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Apeejay School, Sheikh Sarai CBSE Co-ed AAAA
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Arwachin International CBSE Co-ed AAAA
School, Dilshad Garden
ASN Senior Secondary School,
Mayur Vihar
CBSE Co-ed AAAA
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Bal Bharati Public School, CBSE Co-ed AAAA
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Rohini
Bal Bharti Public School, CBSE Co-ed AAAA
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Rajender Nagar
BGS International Public CBSE Co-ed AAAA
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School, Dwarka
Bosco Senior Secondary CBSE Co-ed AAAA
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Public School, Paschim Vihar

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Brilliant's Convent Senior CBSE Co-ed AAAA

Secondary School, Pitampura
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Carmel Convent School, CBSE Girls AAAA

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Chanakyapuri
Chinmaya Vidyalaya, Vasant CBSE Co-ed AAAA
ht
Vihar
Darbari Lal DAV Model Senior CBSE Co-ed AAAA
Secondary School, Pitampura

Modern Public School, CBSE Co-ed AAAA

Shalimar Bagh
MEETA ARORA, Modern School, Vasant Vihar CBSE Co-ed AAAA
Vice-Principal, Allenhouse Public School,
Ghaziabad Montfort Senior Secondary CBSE Co-ed AAAA
School, Ashok Vihar
There is no one defined strategy where a Mother's Global School, Preet CBSE Co-ed AAAA
child can be TAUGHT to think critically. Vihar,New Delhi
We need to create environment for the Mothers Mary's School, CBSE Girls AAAA
students to observe, analyse, express Mayur Vihar
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and formulate ideas. Our teachers are Mount Carmel School, Anand CBSE Co-ed AAAA
skilled in asking open-ended questions
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Niketan
and our children indulge in ‘Pretend Play’ Mount Carmel School, Dwarka CBSE Co-ed AAAA
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-- where a child’s imagination is chal- New Era Public School, CBSE Co-ed AAAA
lenged and displayed Mayapuri
DAY Board Type Rating ta

NK Bagrodia Public School, CBSE Co-ed AAAA
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Dwarka
Indraprastha International CBSE Co-ed AAAA
Pratibha Vikas Vidyalaya, CBSE Co-ed AAAA
School, Dwarka
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Paschim Vihar
Indraprastha World School, CBSE Co-ed AAAA
Queen Mary's School, Rohini CBSE Girls AAAA
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Paschim Vihar
ITL Public School, Dwarka CBSE Co-ed AAAA Rajkiya Pratibha Vikas CBSE Co-ed AAAA
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Vidyalaya, Kishan Ganj

KIIT World School, Pitampura CBSE Co-ed AAAA
Rajkiya Pratibha Vikas CBSE Boys AAAA
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KR Mangalam World School, CBSE Co-ed AAAA Vidyalaya, Mandoli

Greater Kailash Rajkiya Pratibha Vikas CBSE Co-ed AAAA
:/
Kulachi Hansraj Model School, CBSE Co-ed AAAA Vidyalaya, Rohini

Ashok Vihar Phase III Rajkiya Pratibha Vikas CBSE Co-ed AAAA
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Vidyalaya, Shahdara
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Lancers Convent, Rohini CBSE Co-ed AAAA

Rajkiya Pratibha Vikas CBSE Boys AAAA
Loreto Convent School Cantt CBSE Girls AAAA
ht
Vidyalaya, Surajmal Vihar

Maharaja Agrasen Model CBSE Co-ed AAAA Rukmini Devi Public School, CBSE Co-ed AAAA
School, Pitampura Pitampura

DAY
Ryan International School, CBSE Co-ed AAAA
BHAWNA GUPTA
Mayur Vihar
Principal, Sir Padampat Singhania Education
Ryan International School, CBSE Co-ed AAAA Centre, Kanpur
Rohini
Sachdeva Public School, CBSE Co-ed AAAA Right choice of stream suiting one’s
Pitampura aptitude at senior secondary level ena-
Sachdeva Public School, CBSE Co-ed AAAA bles students to have brighter prospects
Rohini in future. Educational and career coun-
gz
Salwan Public School, Mayur CBSE Co-ed AAAA selling becomes particularly essential at
Vihar this stage to help students know about a
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Shah International School, CBSE Co-ed AAAA subject and its contents through school
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Paschim Vihar
counsellors, teachers and workshops
Shaheed Rajpal DAV Public CBSE Co-ed AAAA
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School, Dayanand Vihar
Springdales School, Dhaula CBSE Co-ed AAAA
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Kuan St. Marks Girls Sr Sec School CBSE Girls AAAA
Springdales School, Pusa Road CBSE Co-ed AAAA
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Summer Fields School, Kailash CBSE Co-ed AAAA

Sri Venkateshwar CBSE Co-ed AAAA Colony
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International School, Sector Tagore International School, CBSE Co-ed AAAA

18, Dwarka Vasant Vihar
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St Francis de Sales Senior CBSE Co-ed AAAA The Frank Anthony Public ISC Co-ed AAAA
Secondary School, Janakpuri School, Lajpat Nagar
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St George's School, Alaknanda CBSE Co-ed AAAA The Srijan School, Model Town CBSE Co-ed AAAA
:/
St Gregorios School, Dwarka CBSE Co-ed AAAA Venkateshwar International CBSE Co-ed AAAA
School, Dwarka
St Mark's Senior Secondary CBSE Co-ed AAAA
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Public School, Meera Bagh Vikas Bharati Public School, CBSE Co-ed AAAA
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Rohini
St Mary's School, Safdarjung CBSE Co-ed AAAA
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Enclave Adarsh Public School, CBSE Co-ed AAA+

Vikaspuri
St Thomas' School, Mandir CBSE Girls AAAA
marg Ambience Public School, CBSE Co-ed AAA+
Safdarjung Enclave

Bhatnagar International CBSE Co-ed AAA+

School, Vasant Kunj
Bloom Public School, Vasant CBSE Co-ed AAA+
DR. JAGPREET SINGH, Kunj
Headmaster, Punjab Public School, Nabha
Cambridge School, CBSE Co-ed AAA+
Shrinivaspuri
Co-curricular activities and games are as
important as academics. I am a strong Columbia Foundation Senior CBSE Co-ed AAA+
Secondary School, Vikas Puri
believer in promoting activities which
CRPF Public School, Rohini CBSE Co-ed AAA+
enhance both left and right sides of the
gz
brain. Education should be about all- Darbari Lal DAV Model School, CBSE Co-ed AAA+
round development. Children are curious Shalimar Bagh
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by nature. Let them explore and learn to DAV Public School, Ashok CBSE Co-ed AAA+
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Vihar
draw the line
DAV Public School, Kailash CBSE Co-ed AAA+
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Hills
DAV Public School, Rohini CBSE Co-ed AAA+
gi
Andhra Education Society CBSE Co-ed AAA+
DAV Public School, Vasant CBSE Co-ed AAA+
Senior Secondary School,
Di
Kunj
Janak Puri
Delhi International Public CBSE Co-ed AAA+
Apeejay School, Saket CBSE Co-ed AAA+
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School, Rohini
Bal Bhavan Public School, CBSE Co-ed AAA+ Don Bosco School, Alaknanda CBSE Boys AAA+
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Mayur Vihar
Dwarka International School, CBSE Co-ed AAA+
Banyan Tree School, Lodhi CBSE Co-ed AAA+
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Dwarka
Road
Faith Academy, Prasad Nagar CBSE Co-ed AAA+
Basava International School, CBSE Co-ed AAA+
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Dwarka Fr Agnel School, Gautam CBSE Co-ed AAA+

Nagar
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Bhai Parmanand Vidya CBSE Co-ed AAA+

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Mandir, Anand Vihar G D Goenka Public School, CBSE Co-ed AAA+

Bharatiya Vidya Bhavan's CBSE Co-ed AAA+ Vasant Kunj
ht
Mehta Vidyalaya GD Goenka Public School, CBSE Co-ed AAA+

Bharti Public School, Mayur CBSE Co-ed AAA+ Dwarka
Vihar

DAY
General Raj's Shankaran CBSE Co-ed AAA+
Memorial School, Hauz Khas
Goodley Public School, CBSE Co-ed AAA+
Shalimar Bagh
Government Girls Senior CBSE Girls AAA+
Secondary School, Pandwala
Khurd
Green Fields School, CBSE Co-ed AAA+
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Safdarjung Enclave
Greenway Modern School, CBSE Co-ed AAA+
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Dilshad Garden
Hans Raj Model School, CBSE Co-ed AAA+
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Punjabi Bagh
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Hillwoods Academy Senior CBSE Co-ed AAA+
Secondary School, Preet Vihar
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Holy Child Auxilium School, CBSE Co-ed AAA+
Vasant Vihar DAY Board Type Rating
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Holy Child Senior Secondary CBSE Girls AAA+ Lovely Public Senior CBSE Co-ed AAA+
School Secondary School,
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Priyadarshini Vihar
Jaspal Kaur Public School, CBSE Co-ed AAA+
Shalimar Bagh Lt Col Mehar Little Angels CBSE Co-ed AAA+
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JPM Senior Secondary School CBSE boys AAA+
Paschim Vihar
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for Blind, Lal Bahadur Shastri

Marg Maharaja Agarsain Public CBSE Co-ed AAA+
School, Ashok Vihar
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KR Mangalam World School, CBSE Co-ed AAA+

Vikaspuri Maharaja Aggarsain Adarsh CBSE Co-ed AAA+
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Public School, Pitampura

Lawrence Public School, CBSE Co-ed AAA+
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Janakpuri Mahavir Senior Model School CBSE Co-ed AAA+

Laxman Public School, Hauz CBSE Co-ed AAA+
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Manav Sthali School, New CBSE Co-ed AAA+

khas Rajinder Nagar
Little Flowers Public Senior CBSE Co-ed AAA+
Secondary School, Shahdara

ANJALI KOTNALA,
Principal, Rukmini Devi Public School,
Pitampura, Delhi
A good school is a learning community

of motivated students, dedicated teach-
ers and thoughtful parents working in
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collaboration towards promoting inte-
gration of futuristic STEM education via
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multifarious activities, strategies and
pedagogical dynamics through flipped
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infrastructure inclusive of 3D labs
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CHILDREN ARE curious by nature. Schools should nurture them carefully
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DAY Board Type Rating DAY Board Type Rating
Manava Bharati India CBSE Co-ed AAA+ NC Jindal Public School, CBSE Co-ed AAA+
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International School, Punjabi Bagh

Panchsheel Park
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Neo Convent Senior CBSE Co-ed AAA+

Mata Jai Kaur Public School, CBSE Co-ed AAA+ Secondary School, Paschim
Ashok Vihar Vihar
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Mater Dei School, Tilak Lane CBSE Girls AAA+ New Horizon School, Hazrat CBSE Co-ed AAA+
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Nizamuddin
Maxfort School, Dwarka CBSE Co-ed AAA+
Nirmal Bhartia School, CBSE Co-ed AAA+
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MDH International School, CBSE Co-ed AAA+ Dwarka

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Dwarka
Poorna Prajna Public School, CBSE Co-ed AAA+
Mira Model School, Janakpuri CBSE Co-ed AAA+ Vasant Kunj
ht
Modern Child Public School, CBSE Co-ed AAA+ Pragati Public School, Dwarka CBSE Co-ed AAA+
Nangloi
Presentation Convent Senior CBSE Girls AAA+
Modern Convent School, CBSE Co-ed AAA+ Secondary School
Dwarka
Queen's Valley School, Dwarka CBSE Girls AAA+
Modern Era Convent, CBSE Co-ed AAA+
Janakpuri Rabea Girls’ Public school, Lal CBSE Girls AAA+
Kuan Delhi
Mother Divine Public School, CBSE Co-ed AAA+
Rohini Rajdhani Public School, Narela CBSE Co-ed AAA+
Mount Abu Public School, CBSE Co-ed AAA+ Rajkiya Pratibha Vikas CBSE Co-ed AAA+
Rohini Vidyalaya, Civil Lines
Mount St Mary's School Cantt. CBSE Co-ed AAA+ Rajkiya Pratibha Vikas CBSE Co-ed AAA+
Vidyalaya, Gandhi Nagar
National Victor Public School, CBSE Co-ed AAA+
Patparganj Rajkiya Pratibha Vikas CBSE Boys AAA+
Vidyalaya, Karol Bagh

Rajkiya Pratibha Vikas CBSE Co-ed AAA+ St Mark's Senior Secondary CBSE Co-ed AAA+
Vidyalaya, Raj Niwas Marg Public School, Janakpuri
Rajkiye Pratibha Vikash CBSE Boys AAA+ St Mary's School, Dwarka CBSE Co-ed AAA+
Vidyalaya, Lajpat Nagar
St Paul's School, Safdarjung CBSE Co-ed AAA+
Ramjas School , Pusa Road CBSE Co-ed AAA+ Development Area
Ramjas School, Anand Parbat CBSE Co-ed AAA+ Sumermal Jain Public School, CBSE Co-ed AAA+
Janakpuri
Ramjas School, RK Puram CBSE Co-ed AAA+
Suraj Bhan DAV Public School CBSE Co-ed AAA+
Rao Man Singh Senior CBSE Co-ed AAA+
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Secondary School, Najafgarh Tagore International School, CBSE Co-ed AAA+
East of Kailash
Rao Mohar Singh Memorial CBSE Co-ed AAA+
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Senior Secondary School, The Heritage School, Vasant CBSE Co-ed AAA+
Najafgarh Kunj
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Rosary Senior Secondary CBSE Co-ed AAA+ Titiksha Public School, Rohini CBSE Co-ed AAA+
School, Kingsway Camp
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Universal Public School, Preet CBSE Co-ed AAA+
Ryan International School, CBSE Co-ed AAA+ Vihar
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Vasant Kunj
Veda Vyasa DAV Public CBSE Co-ed AAA+
Sadhu Vaswani International CBSE Girls AAA+ School, Vikaspuri
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School For Girls

Vishal Bharti Public School, CBSE Co-ed AAA+
Saint Margaret Senior CBSE Co-ed AAA+ Paschim Vihar
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Secondary School, Prashant

Vivekanand School, D Block, CBSE Co-ed AAA+
Vihar
Anand Vihar
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Salwan Public School, CBSE Co-ed AAA+

VSPK International School, CBSE Co-ed AAA+
Rajendra Nagar
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Rohini
Shadley Public School, Rajouri CBSE Co-ed AAA+
DAV Centenary Public School, CBSE Co-ed AAA
Garden
:/
Paschim Enclave
Shri Ram Shiksha Mandir CBSE Co-ed AAA+
Government Girls Senior CBSE Girls AAA
s

Secondary School No 2,
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Jindpur
Gandhi Nagar
Sneh International School, CBSE Co-ed AAA+
Government Sarvodaya Co-Ed CBSE Co-ed AAA
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Vikas Marg
Somerville School, CBSE Co-ed AAA+ Najafgarh
Vasundhara Enclave
Queen Mary's School, Model CBSE Girls AAA
SS Mota Singh Senior CBSE Co-ed AAA+ Town
Secondary School, Janakpuri
St Mary's Senior Secondary CBSE Co-ed AAA
St Angel’s School,Rohini CBSE Co-ed AAA+ School, Ambika Vihar
St Anthony's Senior CBSE Girls AAA+ Kendriya Vidyalaya — NMR CBSE Co-ed NR
Secondary School JNU campus
St Cecilia's Public School, CBSE Co-ed AAA+

Vikaspuri
St Columba's School, Ashok CBSE Boys AAA+
Place
St Lawrence Public Sr Sec CBSE Co-ed AAA+
School

Tel: 011-27314235, 27313693, Fax: 27311473 CD BLOCK
E-mail : contact@rdpschool.edu.in, website : www.rdpschool.edu.in PITAMPURA
PUBLIC SCHOOL Accredited and Permanently Affiliated to CBSE DELHI, INDIA
Under the aegis of Seth Pokhar Mal Educational Society
Mission : We strive to provide strong foundation for life-long learning...
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The school with a difference...
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l Aesthetically designed building constructed over an area of
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3.42 acres
l Multi-Cultural Exchange Programme
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l Individual attention to Pupil ; Teacher-taught ratio 1:18

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l State-of-the-art Infrastructure: Fully Air-conditioned Smart

e-classrooms, 3D Projection Lab, Learning Lab, e-assessment
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Room, IT-Lab, Maths Lab, Video-conferencing, Computer-

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literacy Labs, Science Park, Language Lab, Guest Lecture

Hall, Ultra-modern Auditorium and many more.
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l Life-skills integrated curriculum

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l Multifarious Students' and Teachers' Enrichment Programmes

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l First grade sports facilities

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l High standards of Discipline, Cleanliness, Security and Safety

l GPS enabled school buses
l CCTV surveillance in the school premises.
l Complete paraphernalia dedicated to Visual and Performing
Arts Department.
Sister Institutions running under the aegies of Seth Pokhar Mal Educational Society
Ÿ Rukmini Devi Institute of Advanced Studies : Accredited with 'A+' grade by NAAC, Appr. by AICTE, Aff. to G.G.S.I.P University, Delhi
Ÿ Rukmini Devi Public School, Sonipat : Affiliated to CBSE (10+2), Approved by Directorate of Education, Govt. of Haryana
Ÿ Rukmini Devi Public School, Rohini: Approved by Directorate of Education, Govt. of NCT of Delhi
Ÿ Rukmini Devi Public School, Junior Wing: Kindergarten for the smart generation - providing strong foundation in a caring and safe environment
Ÿ Rukmini Devi College of Education: Nursery Teacher Training approed by NCTE affiliated with SCERT
Ÿ Rukmini Devi Lalit Kala Kendra : Affiliated to Pracheen Kala Kendra, Chandigarh & Prayag Sangeet Samiti, Allahabad
For details visit : www.spmes.org

SHALINI MEHROTRA,
Principal, Vidya Devi Jindal School, Hisar
When students are losing on life due to

academic pressure, we look after the
physical, emotional and spiritual well-
being of our girls by giving them self-
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defence classes, incorporating best ele-
ments from ‘Universal Ethics Education’
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by Dalai Lama and making them practice
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mindfulness, positive psychology and
emotional intelligence
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DAY
The Heritage School, Gurgaon IB Co-ed AAAAA

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*
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The Shri Ram School, Gurgaon IB Co-ed AAAAA

**
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Pathways School (Gurgaon IB Co-ed AAAA+

NCR South)
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A GOOD school is characterised by good libraries Scottish High International IB Co-ed AAAA
School, Gurgaon**
:/
Excelsior American School, CIE Co-ed AAA+

Gurgaon
s
HARYANA
tp
Amity Global School, Gurgaon IB Co-ed NR

INTERNATIONAL Board Type Rating NATIONAL Board Type Rating
ht
BOARDING BOARDING
Pathways World School, IB Co-ed AAAAA Vidya Devi Jindal School, Hisar CBSE Girls AAAA+
Gurgaon
Gurukul Kurukshetra, CBSE Co-ed AAAA
Kimberley The International CIE Co-ed NR Kurukshetra
School, Panchkula
Chaman Vatika School, CBSE Co-ed AAAA
DAY-CUM-BOARDING
Ambala
Vidya Sanskar International, CIE Co-ed AAAA+ DPS, Pinjore CBSE Co-ed AAA+
Faridabad
Jawahar Navodaya Vidyalaya, CBSE Co-ed AAA+
GD Goenka World School, IB Co-ed AAAA+ Karnal
Sohna Road, Gurgaon
Lancers International School, IB Co-ed AAAA Khunga Kothi
Gurgaon

NEW WORLD OF BUSINESS
AND MANAGEMENT
by Dr. David Easow
O
ver the years, Technology has also socially responsible citizens. The with EnergyLab, Australia – the larg-
created countless opportuni- endeavour for individual nurturing is est energy focused incubator, setup by
ties with endless resources, based on scientific and modern psy- Origin – the Australian energy major,
which is rapidly changing the Business chology concepts and tools based on the Government of New South Wales, Aus-
world around us. The change is faster work of Prof. Udai Pareek. tralia and University of Technology
than earlier projected by the market EMPI Business School Group, New Sydney to embark on a journey together
leaders. After all, the world is a liv- Delhi was established in 1995, by for creating a world powered by 100%
ing thing—change and growth are only a group of nation builders who have clean energy. EMPI’s Vittal Innovation
natural. been highly committed and success- City has a Joint venture with Andhra
Government, Organizations and ful professionals and academicians in Pradesh Government for develop-
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Institutions are trying to maximize effi- their own respective domains. EMPI ing Aerospace & Defence Electron-
ciency by minimizing time and work- conceptualized by cognitive scientist ics Park.” EMPI has also developed a
force. Gone are the days of traditional Mr. Pankaj Saran, was initially inspired reputation for innovative international
Ma
management practices. The world is and supported by legends such as Mr. initiatives and for advocating innova-
shifting towards new-age operations Ajit Haksar, Chairman Emeritus, ITC tions in national policy and governance,
l_
and processes, which is, evident by what Ltd., Col. Satsangi, Founder Chairman, as part of its ‘Mission Innovative India’
and how the top notch PGDM institu- CSKM Educational Complex and launched by the President of India,
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tion are teaching their students. Today, Mr. Gurnam Saran, Former Director, H.E. Dr. A.P.J. Abdul Kalam in the year
corporates demand their workforce to BHEL; and thereafter joined in by Mr. 2005.
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be equipped with skills of modern man- D.V. Kapur, Founder NTPC; Padma EMPI has been consistently ranked
agement and have a thorough under- Bhushan Shri. N. Vittal, Enabler of the amongst the top 25 Management insti-
standing of their processes. IT and Telecom Revolution in India; tutions of the country, provides person-
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So, how do you find the best way to Ms. Tara Sinha, Advertising Icon, Prof. alized learning through living simulated
be equipped yourselves with new-age Udai Pareek, Father of Indian HR learning environment.
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knowledge and skills of management Movement and Mr. P. S. Bami, Fmr. With the arrival of the fourth industri-
to handle those changes, to make sure Chairman NTPC. al revolution and to meet the challeng-
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you are able to hit every curve ball that Based in a sprawling green, pollution- ing demand of the world EMPI offers
comes your way, in the era of Business free, large residential campus, EMPI’s industry focused, futuristic dual spe-
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Analytics and Artificial Intelligence? guiding philosophy of ‘Innovating cialization management programmes,
EMPI Business School at New Delhi Futures’ is the basis for it’s institutional which incorporates practical industry
is a ‘Modern Gurukul’ of new-age Man- ethos, wherein Innovation is achieved, applications with a rigorous, cutting-
:/
agement and Executive education - a not only through academic study and edge critical skills and career develop-
melting pot of cultures, nationalities, research at its B-School, but also by ment curriculum in:
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ideas and diverse talent working and incubating and spinning off various
tp
living together to actualize futuristic initiatives and entities that impact the (The writer is Executive Director of EMPI’s
vision. As in a gurukul, EMPI lives future. These initiatives are emergent Vittal Center for Management &
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by the philosophy that each learner - from the dynamic inter-play of Tech- Governance Informatics and Deputy
the’Shisya’ is unique, requiring person- nology, Academia, Public Policy and Director & Residential Mentor of EMPI
alized attention from the ‘Guru’ for indi- Civil Society, leading to the birth of Business School, New Delhi. He is the
vidual growth, enabling them to become a series of ‘Firsts’ in the country. To enabler of World’s first Post Graduate
not only outstanding professionals, but name a few, “EMPI has collaborated Program in Business Analytics)
Research & Business Analytics

Business Management – Marketing, Finance and Human Resource
Global Business Management
Advertising & Communication Management
EMPI not only makes their students to stand out in the crowed, but also helps
them work efficiently in their environment.
For more details contact:

EMPI Business School. New Delhi.
Toll Free Number: 1800-300-20652. Admission Helpline Number: +91-8800010971/72.
E-Mail: admission@empi.ac.in Website: www.empi.ac.in
VIDYA DEVI JINDAL SCHOOL
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Vidya Jyoti Jeevan Jyoti
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The vision of VDJS is to become a leading residential school known for providing a happy environment, encouraging
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intellectual curiosity, learning through enthusiastic self-discovery and inspire a love for integrity, compassion and life
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OUR USP
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Home to 750 girls from 22 states and neighbouring Instil Ecological Consciousness
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●● ●●
countries ●● Foster Internationalism
●● Provide affordable quality education with a deep ethical core ●● Close Teacher Student relationship
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●● Top-of-the-line infrastructure, both in outlook and facilities ●● Robust student leadership

●● Offer robust hobby programmes catering to literary, ●● International Students and Teachers Exchanges
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artistic, oratorical and technological talents of the girls ●● National and International Educational Excursions
●● International-class sporting facilities, offering more than 15 ●● Air-conditioned classrooms equipped with Interactive
sports disciplines. Boards in a Wi-Fi enabled campus
:/
●● Ensure physical, emotional, and spiritual wellbeing of our ●● Robust Academic Programmes supported by Tinkering Lab,
girls Universal Ethics Education, Project Based Learning, School
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●● Promote vibrant Community Service Programmes Cinema, Generation Global, Univariety etc.
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MEMBER OF ROUND SQUARE, BRITISH COUNCIL, GENERATION

GLOBAL, IPSC, IAYP, NPSC, INTACH AND NCC
AWARDS AND RECOGNITIONS
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●● Principal Ms Shalini Mehrotra received the 100 Highly ●● The Tony Blair ‘Face to Faith’ Foundation - Gold Award 2014
Effective Principals Award by the AKS Education Awards ●● The Tony Blair ‘Face to Faith’ Foundation- Outstanding Award
The School received the Performance Excellence Trophy by 2015
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●●
The Indian Merchant’s Chamber Mumbai under Ramkrishna ●● Six members of the faculty received the Global Teacher
Bajaj National Quality Awards in the education sector Award 2018 by AKS Education Awards
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●● The North School Merit Award survey conducted by
Education Today conferred the ‘Girls - Academic Reputation’ Scoonews Global Education Awards recognized the school
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award to the Vidya Devi Jindal School in three prestigious categories
●● The School won the British Council’s International School ●● Distinguished Performance in Academics
Award, 2018 for the fifth consecutive term ●● STEM Project of the Year
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●● Rated Green School consecutively for the years- 2015-16, ●● School with Best Infrastructure
2016-2017, 2017-18
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ADMISSION NOTICE 2019-2020

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:/
REGISTRATION OPEN FOR CLASSES IV-IX AND XI

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For more details regarding dates & centers for AAT, please visit our website www.vdjs.edu.in
Phone: 01662-281000 to 02 | Fax: 01662-281005 | Email: info@vdjs.edu.in
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We Educate, We Enrich, We Transform

Vidya Devi Jindal School - A Trailblazer in Girls’ Education
BOARDING

Mahendragarh
Naultha
Odhan
Pabra
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Panchkula
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Rewari
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Jawahar Navodaya Vidyalaya, CBSE Co-ed AAA+ PUBLIC PERFORMANCES instil confidence in students
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Titram
Motilal Nehru School of CBSE Co-ed AAA+
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Sports, Rai DAY Board Type Rating
Sainik School Kunjpura, Karnal CBSE Boys AAA+ Shikshantar School, Gurgaon ISC Co-ed AAAA+
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Shah Satnam Ji Girls School, CBSE Girls AAA+ The Heritage School, Gurgaon CBSE Co-ed AAAA+
e/
Sirsa
The Shri Ram School, Aravali ISC Co-ed AAAA+
Jawahar Navodaya Vidyalaya, CBSE Co-ed AAA
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Mewat Amity International School, CBSE Co-ed AAAA

DAY-CUM-BOARDING Gurgaon
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Amity International School, CBSE Co-ed AAAA

DPS, Sonipat CBSE Co-ed AAAA+ Sector 43 Gurgaon
:/
Sehwag International School, CBSE Co-ed AAAA Apeejay School, Charkhi Dadri CBSE Co-ed AAAA
Jhajjar
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Apeejay School, Faridabad CBSE Co-ed AAAA

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Delhi Public School, Karhans CBSE Co-ed AAA+

Army Public School, Ambala CBSE Co-ed AAAA
Saint MSG Glorious CBSE Co-ed AAA+
ht
Cantt
International School, Sirsa
Army Public School, Hisar CBSE Co-ed AAAA
Swarnprastha Public School, CBSE Co-ed AAA+
Sonipat, Haryana Bal Bharti School, CBSE Co-ed AAAA
DAY Bahadurgarh
Blue Bells Model School, CBSE Co-ed AAAA
The Shri Ram School, Gurgaon ISC Co-ed AAAAA Gurgaon
Bhavan Vidyalaya, Panchkula CBSE Co-ed AAAA+ Blue Bells Public School, CBSE Co-ed AAAA
Gurgaon
Convent of Jesus and Mary, CBSE Girls AAAA+
Ambala Colonel's Central Academy, CBSE Co-ed AAAA
Gurgaon
Delhi Public School, Gurgaon CBSE Co-ed AAAA+
DAV Centenary Public School, CBSE Co-ed AAAA
Modern Vidya Niketan Senior CBSE Co-ed AAAA+ Paschim Enclave, Rohtak
Secondary School, Faridabad
DAV Public School, Gurgaon CBSE Co-ed AAAA

DAV Public School, CBSE Co-ed AAAA Column

Kurukshetra
RAUNAK JAIN,
Delhi Public School, Faridabad CBSE Co-ed AAAA Director, Tula’s International
School, Dehradun
Delhi Public School, Refinery CBSE Co-ed AAAA
Township, Panipat
PROMOTING
Delhi Public School, Rewari CBSE Co-ed AAAA
FREEDOM OF
Lion Public School, Gurgaon CBSE Co-ed AAAA
EXPLORATION
Lord Jesus Public School, ISC Co-ed AAAA
gz
Gurgaon
Manav Rachna International CBSE Co-ed AAAA I t is important to have effective communication in
a classroom for any teaching to have an impact.
Ma
Schools, Faridabad The message that a teacher wishes to pass to stu-
dents could be in different mediums, for instance,
l_
Modern Vidya Niketan, CBSE Co-ed AAAA
Badkhal lectures, presentations, do it yourself activities or
through assignments. The non-verbal cues should
ta
New Lahoria Vidya Mandir, CBSE Co-ed AAAA also be put to best use. The other things a teacher
Hisar can do is to ask direct questions, take consistent
gi
feedback and pay a lot of emphasis to listening to
OP Jindal Modern School, CBSE Co-ed AAAA
students.
Hisar
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OS DAV Public School, Kaithal CBSE Co-ed AAAA Guiding students

In order to help students make informed choices
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Salwan Public School, CBSE Co-ed AAAA about the right selection of their subjects, regular
Gurgaon sessions, webinars and interaction rounds with
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SD Vidya Mandir, Panipat CBSE Co-ed AAAA career experts are held in the school. The students
and their parents are given an exposure that all
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Shalom Hills International CBSE Co-ed AAAA streams are equally good and have a bundle of
School, Gurgaon opportunities. This is where teacher’s training plays
an important role. Teachers’ training is an impor-
:/
St Theresa's Convent School, CBSE Co-ed AAAA

tant tool for student’s achievement. We all feel that
Karnal
learning should be a continuous process for a teach-
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St Thomas Senior Secondary CBSE Co-ed AAAA er which ultimately enhances students’ learning.
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School, Faridabad We wish to generate competent and performance

driven teachers for which we hold regular learning
Summer Fields School, CBSE Co-ed AAAA
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programmes for teachers. These programmes are

Gurgaon also important to keep the teachers motivated as
West Academy, Pataudi CBSE Co-ed AAAA unmotivated teachers result in ineffective teaching
and learning.
American Montessori Public CBSE Co-ed AAA+
School, Gurgaon Inculcating curiosity
In order to arouse curiosity and critical thinking in
Arya Senior Secondary School, CBSE Co-ed AAA+
any child, it is very essential to expose him to emo-
Bhiwani
tions such as doubt, surprise and mystery. If the
Ashok Memorial Public CBSE Co-ed AAA+ students cannot connect the dots, they naturally
School, Faridabad tend to get interested and find a solution. Also, stu-
dents should be allowed to explore freely. Students
Bal Vikas School, Panipat CBSE Co-ed AAA+
should be allowed to make a mess, make mistakes
DAV Centenary Public School, CBSE Co-ed AAA+ and look for various options for any problem.
Jind

BOARDING
DAV Public School, Sector 14, CBSE Co-ed AAA+

Faridabad
DAV Public School, Sector 37, CBSE Co-ed AAA+
Faridabad
Delhi Public School, Hisar CBSE Co-ed AAA+
Delhi Public School, Maruti CBSE Co-ed AAA+

Kunj, Gurgaon
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Dyal Singh Public School, CBSE Co-ed AAA+
Karnal
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Dyal Singh Public School, CBSE Co-ed AAA+
Panipat
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Eicher School, Faridabad CBSE Co-ed AAA+
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Happy Senior Secondary CBSE Co-ed AAA+
School, Rewari
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HD Public School, Rohtak CBSE Co-ed AAA+ PATHWAYS SCHOOL Gurugram is a good example of a ‘Green Building’
Di
Hindu Vidyapeeth, Sonepat CBSE Co-ed AAA+

BOARDING Board Type Rating
Holy Child Secondary School, CBSE Co-ed AAA+
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Sonepat Mukand Lal Public School, CBSE Co-ed AAA+

Indus Public School, Jind CBSE Co-ed AAA+ Yamuna Nagar
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Parth Public Senior Secondary CBSE Co-ed AAA+

International Bharti School, CBSE Co-ed AAA+
School, Karnal
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Rohtak
Pratap Public School, Jarnailly CBSE Co-ed AAA+
Jankidas Kapur Public School, CBSE Co-ed AAA+
:/
Colony, Karnal
Sonipat
Raman Munjal Vidya Mandir, CBSE Co-ed AAA+
Jiva Public School, Faridabad ISC Co-ed AAA+
s
Gurgaon
tp
Kendriya Vidyalaya, Rohtak CBSE Co-ed AAA+ Rao Pahlad Senior Secondry CBSE Co-ed AAA+
School, Mahendergarh
ht
KR Mangalam World School, CBSE Co-ed AAA+

Gurgaon Raunaq Public School, CBSE Co-ed AAA+
Gannaur
Little Angels School, Sonipat CBSE Co-ed AAA+
Ryan International School, CBSE Co-ed AAA+
Maharana Pratap Public CBSE Co-ed AAA+ Faridabad
School, Kurukshetra
Sacred Heart Convent Sr Sec CBSE Co-ed AAA+
Manav Rachna International CBSE Co-ed AAA+ School, Jagadhri
School, Sector 14 Faridabad
Saffron Public School, CBSE Co-ed AAA+
Manav Rachna International CBSE Co-ed AAA+ Faridabad
School, Sector 46 Gurgaon
Saint Soldier Divine Public CBSE Co-ed AAA+
Model School, Rohtak CBSE Co-ed AAA+ School, Panchkula
Modern School, Sector 17, CBSE Co-ed AAA+ Sant Nischal Singh Public CBSE Co-ed AAA+
Faridabad School, Ladwa

St Mary's Convent Senior CBSE Co-ed AAA+

Secondary School, Panipat
St Mary's School, Hisar CBSE Co-ed AAA+
St Thomas School, CBSE Co-ed AAA+

Bahadurgarh
Swami Vivekanand Public CBSE Co-ed AAA+
School, Huda, Jagadhri
Tagore Academy, Ballabgargh CBSE Co-ed AAA+
Vaish Model Sr Secondary CBSE Co-ed AAA+

School, Bhiwani
Vijaya Senior Secondary CBSE Co-ed AAA+
School, Bahadurgarh
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Yaduvanshi Shiksha Niketan, CBSE Co-ed AAA+
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Narnaul
Air Force School, Ambala CBSE Co-ed AAA
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Army Public School, CBSE Co-ed AAA
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Chandimandir
Bright Scholar Senior CBSE Co-ed AAA
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Secondary School, Sonipat
Canal Valley Public School, CBSE Co-ed AAA
Di
Rewari
CMM Public School, Dujana CBSE Co-ed AAA
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Sant Nischal Singh Public CBSE Co-ed AAA+

School, Yamunanagar Delhi Public School, Karnal CBSE Co-ed AAA
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Sarvodya Senior Secondary CBSE Co-ed AAA+ DH Lawrence Senior CBSE Co-ed AAA
School, Jhajjar Secondary School, Jhajjar
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Seth Badri Prasad DAV CBSE Co-ed AAA+ HD Senior Secondary School, CBSE Co-ed AAA
:/
Centenary Public School, Kheri

Fatehabad
HR Green Field High School, CBSE Co-ed AAA
s
Shastri Senior Secondary CBSE Co-ed AAA+ Jhajjar

tp
School, Bhiwani
New Happy Public School, CBSE Co-ed AAA
Shiksha Bharti Vidyalaya, CBSE Co-ed AAA+ Yamuna Nagar
ht
Rohtak
Pathania Public School, CBSE Co-ed AAA
Shiva Shiksha Sadan, Sonepat CBSE Co-ed AAA+ Rohtak
Shree Krishana Parnami CBSE Co-ed AAA+ RC Green Field School, Rewari CBSE Co-ed AAA
Public School, Siwani
RED School, Jhajjar CBSE Co-ed AAA
Shribaba MastNath Public CBSE Co-ed AAA+
School, Rohtak Rishi Public School, Gurgaon ISC Co-ed AAA
Springfields Public School, CBSE Co-ed AAA+ RRCM Senior Secondary CBSE Co-ed AAA
Yamuna Nagar School, Mahendergarh
SR Century Public School, CBSE Co-ed AAA+ Saraswati Public School, CBSE Co-ed AAA
Jhajjar Jagadhri
St Joseph's Convent School, CBSE Co-ed AAA+ Shree Kali Devi Vidya Mandir, CBSE Co-ed AAA
NIT Faridabad, Faridabad Hansi

HIMACHAL PRADESH
ABHISHEK GUPTA
BOARDING Director, Kimberley- The Interna-
tional School, Panchkula
Pinegrove School, Solan CBSE Co-ed AAAA+
The Lawrence School, CBSE Co-ed AAAA+

Sanawar
Our children are exposed to life
situations that replicate lesson focus,
Bishop Cotton School, Shimla ISC Boys AAAA
using conversations and daily life
Jawahar Navodaya Vidyalaya, CBSE Co-ed AAAA application right from early stages,
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Dungrin
be it discussing housing with small
Jawahar Navodaya Vidyalaya, CBSE Co-ed AAAA children or history with middle school
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Pandoh
students or learning mathematics
l_
Army Public School, Dagshai CBSE Co-ed AAA+
through dance
Eklavya Model Residential CBSE Co-ed AAA+
School, Nichar
DAY ta Board Type Rating
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International Sahaja Public ISC Co-ed AAA+
School, Dharamshala Sacred Heart Senior ISC Co-Ed AAAA
Secondary School, Sidhpur
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Kinnaur The Scholars Home, Paonta CBSE Co-Ed AAAA
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Sahib
Kothipura Aadhunik Public School, CBSE Co-Ed AAA+
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Sidhbari
Nahan Akal Academy, Sirmaur CBSE Co-ed AAA+
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Jawahar Navodaya Vidyalaya, CBSE Co-ed AAA+ BD Dav Senior Secondary CBSE Co-Ed AAA+
Paprola
:/
Public School, Dharamshala

Jawahar Navodaya Vidyalaya, CBSE Co-ed AAA+ DAV Ambuja Vidya Niketan CBSE Co-Ed AAA+
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Pekhubela Public School, Darlaghat

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Jawahar Navodaya Vidyalaya, CBSE Co-ed AAA+ DAV Public School, Hamirpur CBSE Co-Ed AAA+
Theog
ht
DAV Public School, Lakkar CBSE Co-Ed AAA+

Bazar, Shimla
Kunihar
DAV Public School, Nahan CBSE Co-Ed AAA+
Sarol DAV Public School, New CBSE Co-Ed AAA+
Rashtriya Military School, CBSE Boys AAA Shimla
Chail DAV Public School, Palampur CBSE Co-Ed AAA+
Tagore Vanasthali Public CBSE Co-ed AAA
Kendriya Vidyalaya, Bhanala CBSE Co-ed AAA+
School, Kuthar
Tibetan Children's Village, CBSE Co-ed AAA Mount Carmel School, Gaggal, ISC Co-ed AAA+
Mandi Kangra
DAY-CUM-BOARDING Mount Carmel School, Una ISC Co-ed AAA+
Auckland House School, ISC Girls AAAA Sacred Heart Senior ISC Co-ed AAA+
Shimla Secondary School, Dalhousie

Sri Aurobindo Public School, CBSE Co-Ed AAA+ Column

Baddi
G.S. TOMAR
St Luke's Senior Secondary CBSE Co-Ed AAA+ Principal, Jawahar Navodya
School, Solan Vidyalaya, Dungrin
REAL
St Mary's High School, CBSE Co-Ed AAA+
Sundernagar
St. Edward’s School, Shimla CBSE Boys AAA+
DAV Public Senior Secondary CBSE Co-Ed AAA EDUCATION

School, Greyoh
TRIGGERS
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Dayanand Public Shool,
Shimla
CBSE Co-Ed AAA
RIPPLE OF
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Vivek International Public CBSE Co-Ed AAA THOUGHTS
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School, Baddi
DAV Public School, CBSE Co-Ed NR
N early everyone in the field of educa-
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Ghumarwin tion believes that the knowledge given
in classrooms should be fully assimilated
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by the students. This is like getting the ball
through the basket with every shot, and this
cannot happen in every attempt. The real
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education is the one which triggers the mind

of a student with ripples of thoughts. Educa-
JAMMU AND KASHMIR
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tion should open up ways for design thinking

by creating a logical relationship of abstract
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NATIONAL Board Type Rating concept with the discovered knowledge.
BOARDING Collaborative thinking

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The new knowledge in the classroom should

Jawahar Navodaya Vidyalaya, CBSE Co-Ed AAA+
be created by the collaborative thinking
:/
Aglar, Pulwama
through the process of relating the concept
Jawahar Navodaya Vidyalaya, CBSE Co-ed AAA+ to real-life situations and establishing the
s
Doda basic relationship between natural phe-

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nomena. Education can only be made more

interactive by allowing the learners to think
Aishmuqam
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diversely and find all possible solutions by

Jawahar Navodaya Vidyalaya, CBSE Co-ed AAA developing their capacity to think out of the
Badgam box and arrive at a logical conclusion. This
is possible only when the classroom learn-
ing is directed towards creative thinking
Basohli
by discovering the relationship of abstract
"Jawahar Navodaya Vidyalaya, CBSE Co-ed AAA concepts with the known concepts.
Leh The aim of teachers in the classroom
should be to produce change makers. Con-
Jawahar Navodaya Vidyalaya, CBSE Co-ed AAA ducting hands-on projects with community
samba connection, brainstorming, going back to/
DAY-CUM-BOARDING drawing board if something does not work
out, redesigning and rethinking strategies to
BSF School, Paloura, Jammu CBSE Co-ed AAAA find a suitable solution is the real interactive
approach to education.
KC Public School, Jammu CBSE Co-Ed AAA+

DAY
Burn Hall School, Srinagar State Boys AAAA+
Board
Heritage School, Jammu CBSE Co-Ed AAAA
Jodhamal Public School, CBSE Co-Ed AAAA

Jammu
Presentation Convent High CBSE Girls AAAA
School, Gandhi Nagar
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Army Public School, Damana CBSE Co-Ed AAA+
Army Public School, Jammu CBSE Co-Ed AAA+
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Army Public School, Janglot CBSE Co-Ed AAA+
l_
Army Public School, Kaluchak, CBSE Co-Ed AAA+
Jammu
Army Public School, Nagrota CBSE Co-Ed AAA+
ta
gi
Army Public School, Samba CBSE Co-Ed AAA+
Di
Army School, Akhnoor CBSE Co-Ed AAA+
Army School, Badami Bagh CBSE Co-Ed AAA+

e/
Cantt
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Delhi Public School, Jammu CBSE Co-ed AAA+ INSTILLING DISCIPLINE in students is a major goal of good schools
JK Public School, Kunjwani, CBSE Co-Ed AAA+

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Jammu
Kendriya Vidyalaya, BSF CBSE Co-Ed AAA+ PUNJAB
:/
Campus Rajouri
INTERNATIONAL Board Type Rating
s
Kendriya Vidyalaya, Kishtwar CBSE Co-Ed AAA+

BOARDING
tp
Stephens International Public CBSE Co-ed AAA+

School, Nihalpur Cambridge International IB Co-ed AAAA+
ht
School, Phagwara, Jalandhar

Army Public School BD Bari, CBSE Co-Ed AAA
Samba Day-cum-Boarding
Army Public School, Jammu CBSE Co-Ed AAA Cambridge International CIE Co-ed NR
Cantt School, Dasuya, Hoshiarpur *
Army School, Miran Sahib CBSE Co-ed AAA NATIONAL
Delhi Public School, Srinagar CBSE Co-ed AAA BOARDING
Kendriya Vidyalaya No 2, CBSE Co-ed AAA Punjab Public School, Nabha ISC Co-ed AAAA
Akhnoor
"Kendriya Vidyalaya No 2, CBSE Co-ed AAA
Dhanansu
Udhampur
Mahavir International School, CBSE Co-ed AAA
Najochak, Pathankot
Sambha
St Stephen's School, Mohali CBSE Co-ed AAA+
Sainik School, Nagrota CBSE Boys AAA

Baba Farid Public School, CBSE Co-ed AAA

Faridkot
Bathinda SR. MARY SUPREETA,
Principal, Carmel Convent School, Chandigarh
Ferozepur For interactive learning, all five senses
Jawahar Navodaya Vidyalaya, CBSE Co-ed AAA of the child must be stimulated. We use
Kapurthala
interactive techniques like brainstorm-
Jawahar Navodaya Vidyalaya, CBSE Co-ed AAA ing, question and answer sessions, smart
gz
Patiala
boards, classroom games and others
Jawahar Navodaya Vidyalaya, CBSE Co-ed AAA related to the subject being taught to
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Sangrur
encourage learning among students
St Xavier's School, Bathinda CBSE Co-ed AAA
l_
DAY-CUM-BOARDING
Montgomery Guru Nanak
Public School, Adarsh Nagar,
CBSE Co-ed AAAA
DAY
ta Board Type Rating
gi
DAV International School, CBSE Co-ed AAAA+
Jalandhar Amritsar
Di
The Punjab Public School, ISC Co-ed AAAA DAV Public School, BRS Nagar CBSE Co-ed AAAA+
Nabha
Delhi Public School, Ludhiana CBSE Co-ed AAAA+
e/
Yadavindra Public School, ISC Co-ed AAAA

Patiala Sacred Heart Convent School, ISC Co-ed AAAA+
.m
Guru Nanak Public School, CBSE Co-ed AAA+ Sarabha Nagar

Sarabha Nagar Delhi Public School, Amritsar CBSE Co-ed AAAA
/t
Malwa School, Giddarbaha ISC Co-ed AAA+

Army Public School, Amritsar CBSE Co-ed AAAA
:/
Mata Gujri Public School, CBSE Co-ed AAA+

Dasmesh Public School, CBSE Co-ed AAAA
Jalalabad
Faridkot
s
Montessori Cambridge CBSE Co-ed AAA+

tp
DAV Public School, Amritsar CBSE Co-ed AAAA

School, Pathankot
Yadavindra Public School, ISC Co-ed AAA+ Delhi Public School, CBSE Co-ed AAAA
ht
Mohali Dhanowali, Jalandhar
Doon International School, CBSE Co-ed AAA DRV DAV Centenary Public CBSE Co-ed AAAA
Mohali School, Phillaur
Kirpal Sagar Academy, CBSE Co-ed AAA Kundan Vidya Mandir, CBSE Co-ed AAAA
Nawanshahar Ludhiana
Little Flower Convent School, ISC Co-ed AAA Om Parkash Bansal Modern CBSE Co-ed AAAA
Sangrur School, Gobindgarh
DAY Sacred Heart Convent School, CBSE Co-ed AAAA

Ludhiana
BCM Arya Model School, CBSE Co-ed AAAA+
Sacred Heart School, Moga ISC Co-ed AAAA
Ludhiana
Christ The King Convent ISC Co-ed AAAA+ Sacred Heart Senior CBSE Co-ed AAAA
School, Bholath Secondary School, Ludhiana

DAY DN Model Senior Secondary CBSE Co-ed AAA+

School, Moga
Sat Paul Mittal School, Dugri ISC Co-ed AAAA
Doaba Public School, CBSE Co-ed AAA+
Spring Dale Senior School, CBSE Co-ed AAAA Hoshiarpur
Amritsar
General Gurnam Singh Public CBSE Co-ed AAA+
St Joseph's Convent School, CBSE Co-ed AAAA School, Sangrur
Bathinda
Gobindgarh Public School, CBSE Co-ed AAA+
St Peter's Academy, Patiala CBSE Co-ed AAAA Mandi Gobindgarh
Swami Sant Dass Public CBSE Co-ed AAAA Guru Gobind Singh Public CBSE Co-ed AAA+
gz
School, Phagwara School, Muktsar
The British Co-Ed High School, ISC Co-ed AAAA Guru Teg Bahadur Public CBSE Co-ed AAA+
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Patiala School, Sangrur
Holy Heart Day Boarding CBSE Co-ed AAA+
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Akal Academy, Muktsar CBSE Girls AAA+
Public School, Fazilka
Akal Academy, Patiala CBSE Co-ed AAA+
ta
Holy Heart High School, ISC Co-ed AAA+
Apeejay School, Jalandhar CBSE Co-ed AAA+ Gumtala
gi
Innocent Hearts School, Green CBSE Co-ed AAA+
Army Public School, CBSE Co-ed AAA+
Model Town Jalandhar
Pathankot
Di
Lala Saran Dass Boota Ram CBSE Girls AAA+

Army Public School, Unchi CBSE Co-ed AAA+
Aggarwal Sarvhitkari Vidya
Bassi
e/
Mandir, Fazilka
BBMB DAV Public School, CBSE Co-ed AAA+
Manav Public School, Amritsar CBSE Co-ed AAA+
.m
Talwara
BCM School, Basant Avenue, CBSE Co-ed AAA+ MD Dayanand Model School, CBSE Co-ed AAA+
/t
Ludhiana Nakodar
BCM School, Sector 32-A, CBSE Co-ed AAA+ MGN Public School, CBSE Co-ed AAA+
:/
Ludhiana Kapurthala
Bhartiya Vidya Mandir Senior CBSE Co-ed AAA+ "Montgomery Guru Nanak
s
Secondary School, Ludhiana Public School, Urban Estate

tp
Phase-II,
Bhavan's SL Public School, CBSE Co-ed AAA+
Jalandhar" CBSE Co-ed AAA+
ht
Amritsar
Broadway Public School, CBSE Co-ed AAA+ Mount Carmel School, ISC Co-ed AAA+
Sangrur Hoshiarpur
Cambridge International CBSE Girls AAA+ Mukat Public School, Rajpura CBSE Co-ed AAA+
School for Girls, Jalandhar
Ryan International School, CBSE Co-ed AAA+
Dasmesh Public School, CBSE Co-ed AAA+ Patiala
Mukerian
Sacred Heart Senior ISC Girls AAA+
DAV Centenary Public School, CBSE Co-ed AAA+ Secondary School, Amritsar
Nabha
Shivalik Public School, CBSE Co-ed AAA+
DAV Public School, Kotkapura CBSE Co-ed AAA+ Nawanshahr
DAV Public Senior Secondary CBSE Co-ed AAA+ Shivalik Public School, Patiala CBSE Co-ed AAA+
School, Mohali

Shri Ram Ashram Public CBSE Co-ed AAA+ Column

School, Amritsar
ANJU ARORA,
Sri Guru Harkrishan Public CBSE Co-ed AAA+ Principal, Scholars Home,
School, Pathankot Paonta Sahib
Sri Guru Harkrishan Senior CBSE Co-ed AAA+

Secondary Public School, TRAINING THE
TEACHER
Amritsar
St Thomas Senior Secondary, CBSE Co-ed AAA+
I
Ludhiana
believe that in order to raise the standards of stu-
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Swami Sant Dass Public CBSE Co-ed AAA+ dents learning, it is important that the teachers
School, Jalandhar are effective as they are the ones who deal directly
with our students. We expect our students to grow
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The Budha Dal Public School, CBSE Co-ed AAA+ into responsible adults who shall be able to think
Patiala critically, analyze objectively, have a problem-solv-
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The Senior Study II, Amritsar CBSE Co-ed AAA+ ing attitude with emotional stability. This all is an
unrealistic expectation from the young minds until
ta
Army Public School, Beas CBSE Co-ed AAA it is demonstrated to them through the behaviour
and attitudes of the significant adults and teachers
Army Public School, Fazilka CBSE Co-ed AAA
gi
are undoubtedly among the most significant adults
in their lives.
Army Public School, CBSE Co-ed AAA
With changing times and contexts along with
Di
Gurdaspur
an all-intrusive technology, the teachers are also
Army Public School, Jalandhar CBSE Co-ed AAA expected to rediscover their roles. How does this
e/
all happen? The only way to make this happen is

Army Public School, Patiala CBSE Co-ed AAA the continuous and comprehensive training of the
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teachers. We are very conscious of this fact and

Darshan Academy, Ludhiana CBSE Co-ed AAA
invest a lot of our time, efforts and money into the
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Heritage Public School, CBSE Co-ed AAA training of our teachers.

Bhawanigarh
Regular teacher training
:/
Imperial Public School, Sri CBSE Girls AAA When two or more people are working together to
Muktsar Sahib achieve a common goal there are challenges defi-
s
Indian Heritage School, ISC Co-ed AAA nitely. I have realized that and therefore made it a
tp
Pathankot practice to train and guide new team members. I

personally conduct a good number of training ses-
ht
Jesus Saviour's Senior CBSE Co-ed AAA sions for my teachers throughout the year covering
Secondary School, Sirhind the topics like- role of a teacher in changing times,
how to become an effective teacher, class manage-
Kaintal School, Patiala ISC Co-ed AAA
ment techniques, people management skills, con-
Kendriya Vidyalaya No 2, CBSE Co-ed AAA flict resolution, time management, stress manage-
Pathankot ment, life skills, and many more sessions.
We hire experts in the field of pedagogy and IT
Kendriya Vidyalaya, Shikar CBSE Co-ed AAA integration with curriculum transaction to train our
teachers. We send our teachers for various training
RB Dev Senior Secondary CBSE Co-ed AAA
courses by the CBSE, seminars and conferences,
Public School, Bathinda
along with certificate courses related to their sub-
Rosemary Public School CBSE Co-ed AAA jects and the nature of their work. Moreover, the
Bishanpura, Sangrur senior teachers are also engaged in training the new
teachers through observations and demonstrations.
Sri Guru Harkrishan Public CBSE Co-ed AAA
I strongly believe the philosophy of ‘We can give
School, Tarn Taran
only what we have.’ We focus much on learning,
St Kabir Public School, CBSE Co-ed AAA unlearning and relearning in order to have what is
Chandigarh to be passed onto the students.

UTTAR PRADESH
DAY-CUM-BOARDING
Genesis Global School, Noida IB Co-ed AAAA+
Vidya Global School, Meerut * CIE Co-ed AAA+
DAY
Delhi Public School, Meerut IB Co-ed AAAAA
Road, Ghaziabad*
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Pathways School, Noida IB Co-ed AAAA+
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Step by Step School, Noida IB Co-ed AAAA+
l_
Billabong High International CIE Co-ed AAA+
School, Kanpur Cantonment
NATIONAL
ta
gi
BOARDING BOARDING Board Type Rating
Jawahar Navodaya Vidyalaya, CBSE Co-ed AAAA+ Jawahar Navodaya Vidyalaya, CBSE Co-ed AAA+
Di
Ghazipur Fatehpur
e/
Jawahar Navodaya Vidyalaya, CBSE Co-ed AAAA+ Jawahar Navodaya Vidyalaya, CBSE Co-ed AAA+
Pakdi Firozabad
.m
Rajghat Besant School, CBSE Co-ed AAAA Jawahar Navodaya Vidyalaya, CBSE Co-ed AAA+
Varanasi Gonda
/t
Vidyagyan School, CBSE Co-ed AAAA Jawahar Navodaya Vidyalaya, CBSE Co-ed AAA+
Bulandshahr Mau
:/
Jawahar Navodaya Vidyalaya, CBSE Co-ed AAA+ Jawahar Navodaya Vidyalaya, CBSE Co-ed AAA+
Lucknow Meja Khas
s

tp

Agra Sitapur
ht
Jawahar Navodaya Vidyalaya, CBSE Co-ed AAA+ Jawahar Navodaya Vidyalaya, CBSE Co-ed AAA
Baruasagar Balrampur
Bijnor Budaun

Ghazala Afsar,
Principal, DPS Indira Nagar, Lucknow
We often fail to recognize true creative

potential of a child. To develop critical
thinking, help them understand how
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complex systems work, allow a child to
make mistakes, encourage them to go
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beyond the surface of a problem, dis-
cover things, synthesize information and
l_
come up with solutions
BOARDINGta Board Type Rating

gi
Jawahar Navodaya Vidyalaya, CBSE Co-ed AAA Uttar Pradesh Sainik School, CBSE Boys AAA
Di
Faizabad Lucknow
DAY-CUM-BOARDING
e/

Gauriganj Apeejay School, Noida CBSE Co-ed AAAA+
.m

Hamirpur Delhi Public School, Greater CBSE Co-ed AAAA
Noida
/t

Jainpur Jain International School, CBSE Co-ed AAAA
:/
Kanpur
Jaunpur Lucknow Public College, ISC Co-ed AAAA
s
Jankipuram, Lucknow
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Kanpur Rani Laxmibai Public School, ISC Co-ed AAAA
Jhansi
ht

Sant Kabir Nagar Sophia Girls School, Meerut ISC Girls AAAA
Jawahar Navodaya Vidyalaya, CBSE Co-ed AAA Lucknow Public School, ISC Co-ed AAAA
Unnao Lakhimpur Kheri

DAY-CUM-BOARDING
Bhaktivedanta Gurukula ISC Boys AAA+
and International School,
NEERU BHASKAR,
Vrindavan Principal, DPS Jankipuram, Lucknow
Children Senior Secondary ISC Co-ed AAA+
School, Azamgarh We need to relook the content from the
Dayawanti Punj Model School, CBSE Co-ed AAA+ relevance perspective as quite a lot of
Sant Ravidas Nagar
obsolete content is still being delivered
Delhi Public School, Aligarh CBSE Co-ed AAA+ across the schools. Another way is to
gz
Girls High School and College, ISC Girls AAA+ adopt learning by doing approach where
the child does not follow the conven-
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Allahabad
St Atulanand Convent School, CBSE Co-ed AAA+ tional rote learning model but learns the
l_
Varanasi concepts using hands-on experiments
Sunbeam School, Suncity, CBSE Co-ed AAA+
ta
Varanasi
Emma Thompson School, ISC Girls AAA
gi
Lucknow City Montessori Inter College, ISC Co-ed AAAA+
Mahanagar
Di
Kunwars Global School, CBSE Co-ed AAA

Lucknow City Montessori Inter College, ISC Co-ed AAAA+
e/
DAY RD SO
City Montessori Inter College, ISC Co-ed AAAA+
La Martiniere Girls College, ISC Girls AAAAA
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Station Road
Lucknow
City Montessori School, ISC Co-ed AAAA+
/t
Amity International School, CBSE Co-ed AAAA+

Kanpur Road
Noida
Delhi Public School, Noida CBSE Co-ed AAAA+
:/
City Montessori High School, ISC Co-ed AAAA+

Rajinder Nagar Dr Virendra Swarup Education CBSE Co-ed AAAA+
s
City Montessori Inter College, ISC Co-ed AAAA+ Centre, Kidwai Nagar, Kanpur
tp
Aliganj Loreto Convent Intermediate ISC Girls AAAA+

City Montessori Inter College, ISC Co-ed AAAA+ College, Lucknow
ht
Chowk Lotus Valley International CBSE Co-ed AAAA+

City Montessori Inter College, ISC Co-ed AAAA+ School, Noida
Gomti Nagar

Cambridge Convent School, CBSE Co-ed AAAA

Powayan
RAVEEN PANDE Cambridge School, CBSE Co-ed AAAA
Principal, G.D.Goenka Public School, Indirapuram Ghaziabad
Lucknow
Cambridge School, Noida CBSE Co-ed AAAA
Students these days are digital natives, Christu Jyoti Convent Senior ISC Co-ed AAAA
so technology has become an integral Secondary School, Ujjain
part of teaching. It can be a great ena- City Montessori Inter College, ISC Co-ed AAAA
bler in designing activities to promote Rajajipuram
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student engagement. However, integra- Delhi Public School, Agra CBSE Co-ed AAAA
tion of technology should be done judi-
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Delhi Public School, Azad CBSE Co-ed AAAA
ciously such that teacher remains the Nagar, Kanpur
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primary facilitator, and dependence on Delhi Public School, CBSE Co-ed AAAA
technology is need-based Bulandshahr
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Delhi Public School, Ghaziabad CBSE Co-ed AAAA
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DAY Board Type Rating Delhi Public School, CBSE Co-ed AAAA
Ghaziabad, Vasundhara
Seth Anandram Jaipuria ISC Co-ed AAAA+
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School, Kanpur Delhi Public School, Indira CBSE Co-ed AAAA

Nagar, Lucknow
e/
Seth MR Jaipuria School, ISC Co-ed AAAA+

Lucknow Delhi Public School, CBSE Co-ed AAAA
Indirapuram
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St Joseph's College, Allahabad ISC Boys AAAA+

Delhi Public School, Kalyanpur CBSE Co-ed AAAA
St Mary's Academy, Meerut ISC Co-ed AAAA+
/t
Delhi Public School, Varanasi CBSE Co-ed AAAA

Amity International School, CBSE Co-ed AAAA
:/
Ghaziabad Dewan Public School, Meerut CBSE Co-ed AAAA

Army Public School, Lucknow CBSE Co-ed AAAA Dr Virendra Swarup Education ISC Co-ed AAAA
s
Cantonment Centre, Avadhpuri

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Army Public School, Noida CBSE Co-ed AAAA Dr Virendra Swarup Education ISC Co-ed AAAA
ht
Centre, Kanpur
Army Public School, Varanasi CBSE Co-ed AAAA
Dr Virendra Swarup Public ISC Co-ed AAAA
Bal Bharti Public School, CBSE Co-ed AAAA School, Kanpur
Noida

DELHI PUBLIC SCHOOL
S H A H E E D P A T H
Where All Round Development Speaks
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urturing a child is one of the greatest responsibilities of all. Delhi Public School
Shaheedpath provides an environment that nurtures the young mind, body
and spirit, metamorphosing them into repositories of knowledge and capable of facing
the challenges of growing up with grace. DPS Shaheedpath endeavours to touch the
heights of excellence in education under the aegis of Delhi Public School Society that
has a vision to excel. DPS Shaheedpath is an English medium, co-educational school
that follows CBSE curriculum. It is a Senior Secondary level school where the teacher–
student ratio of 1:15 ensures individual attention to the pupils and caters to their
different learning styles guided by highly qualified and trained teachers. Here every
child is Appreciated, Encouraged and Ignited to imbibe, innovate, inspire, excel and
acquire skills that nurtures the thrill of growing up into a responsible and balanced adult.
OPPOSITE ANSAL’S SHUSHANT GOLF CITY, SHAHEED PATH, LUCKNOW - 226002

Phone:(+91) 8601444408 / 09 / 20 / 21 | Email: dpsshaheedpath@gmail.com | Web: www.dpslko.com
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EDUCATION SPORTS TECHNOLOGY

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DPS Shaheedpath always Extracurricular activities Successful incorporation of

believes in ‘learning by ensure wholesome devel- technology with the free-
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doing’. Emphasis is always opment of children that will dom to manipulate allows
on making students keen enable them to grow up as learning as per individual
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learners, not rote learners. responsible citizens. needs, guided by teachers.

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DAY
Father Agnel School, Noida CBSE Co-ed AAAA
Gail DAV Public School, CBSE Co-ed AAAA

Dibyapur
GN National Public School, CBSE Co-ed AAAA
Gorakhnath
Gurukul Academy, Indira ISC Co-ed AAAA
Nagar
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Gurukul The School, CBSE Co-ed AAAA
Ghaziabad
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Khaitan Public School, Noida CBSE Co-ed AAAA
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KL International School, CBSE Co-ed AAAA
Meerut
ta
La Martiniere College, ISC Boys AAAA
Lucknow
STUDENTS NEED good hangouts to express themselves in creative ways
gi
Little Flower School, ISC Co-ed AAAA
Gorakhpur
Di

Little Flower School, Rapti ISC Co-ed AAAA
Nagar, Gorakhpur Ryan International School, CBSE Co-ed AAAA
e/
Noida
Mayoor School, Noida CBSE Co-ed AAAA
Seth Anandram Jaipuria CBSE Co-ed AAAA
.m
Meerut Public Girls School, CBSE Girls AAAA School, Ghaziabad

Meerut
/t
Sheiling House School, Kanpur ISC Co-ed AAAA

Meerut Public School for Girls, CBSE Girls AAAA
Meerut Shri Gulab Rai Montessori CBSE Co-ed AAAA
:/
School, Bareilly
Mercy Memorial School, ISC Co-ed AAAA
Kanpur Sir Padampat Singhania CBSE Co-ed AAAA
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Education Centre, Kanpur

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Mother Teresa Mission Higher ISC Co-ed AAAA

Secondary School, Kanpur St. Anthony's Junior College, ISC Girls AAAA
ht
Agra
Mount Carmel College, ISC Girls AAAA
Lucknow St. Conrad's Inter College, ISC Co-ed AAAA
Agra
Puranchandra Vidyaniketan, CBSE Co-ed AAAA
Kanpur

St. Agnes Loreto Day School, ISC Girls AAAA

Lucknow
Stella Maris Inter College, ISC Co-ed AAAA
PROMINI CHOPRA Lucknow
Principal, Seth MR Jaipuria School Lucknow
Study Hall School, Gomti CBSE Co-ed AAAA
Nagar
How do you express your feeling of
gratitude or happiness? An expression Sumeet Rahul Goel Memorial CBSE Co-ed AAAA
Senior Secondary School, Agra
is essential to heal yourself. Battered
Sunbeam English School, CBSE Co-ed AAAA
souls are neither an asset to themselves
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Lanka
nor to the society. If your idea and action
Sunbeam School, Lahartara CBSE Co-ed AAAA
are in conflict with those around you and
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this conflict is disturbing you then what Swaraj India Public School, ISC Co-ed AAAA
l_
Kanpur
is to be done by a school -- the school
should empower its students to self-heal The Aditya Birla Public School, CBSE Co-ed AAAA
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Renukoot
The Aryan International CBSE Co-ed AAAA
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School, Varanasi
The Chintels School, Kanpur ISC Co-ed AAAA
Di
St. Joseph’s School, ISC Co-ed AAAA

Gorakhnath Uttam School for Girls, CBSE Girls AAAA
e/
Ghaziabad
St. Joseph's School, CBSE Co-ed AAAA
Shaktinagar Vishwa Bharati Public School, CBSE Co-ed AAAA
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Noida
St. Mary's Convent High ISC Girls AAAA
Aditya Birla Public School, CBSE Co-ed AAA+
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School, Kanpur
Jagdishpur
St. Mary's Convent Inter ISC Girls AAAA
:/
College, Lucknow Air Force School, Agra CBSE Co-ed AAA+
St. Patrick`s Junior College, ISC Girls AAAA Allenhouse Public School, CBSE Co-ed AAA+
s
Agra Khalasi Line, Kanpur

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St. Paul's Academy, Ghaziabad ISC Co-ed AAAA Army Public School, Faizabad CBSE Co-ed AAA+
ht
St. Peter's College, Agra ISC Boys AAAA Army Public School, CBSE Co-ed AAA+
Fatehgarh
St. Thomas School, Kanpur ISC Co-ed AAAA
Army Public School, CBSE Co-ed AAA+
Kunraghat

DAY
Army Public School, Mathura CBSE Co-ed AAA+
ANUPAMA GUSTAV,
Cantt
Principal, Kunwars Global School,
Army Public School, SP Marg, CBSE Co-ed AAA+ Lucknow
Lucknow
Bal Bharati Public School, CBSE Co-ed AAA+ Success of a school is directly propor-
Ghaziabad tional to the happiness quotient of its
Bhavan's Kesari Devi Kanoria CBSE Co-ed AAA+ students. Children are a bundle of tal-
Vidya Mandir, Renukoot ents who need us to untie the ribbons.
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Blue Bell Dr Ram Tirth Dube CBSE Co-ed AAA+ If we as educators collectively create
Memorial School, Fatehgarh an environment where unnecessary
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Children's Academy, ISC Co-ed AAA+ pressure and stress do not impede our
l_
Lakhimpur Kheri
progress, we can work with unbridled
DAV Public School, Sahibabad CBSE Co-ed AAA+ enthusiasm
Delhi Public School, Eldeco
Lucknow
CBSE Co-ed AAA+
ta
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Delhi Public School, CBSE Co-ed AAA+
JKG International School, CBSE Co-ed AAA+
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Jankipuram, Lucknow
Ghaziabad
Delhi Public School, Mathura CBSE Co-ed AAA+
e/
Refinery Nagar KDB Public School, Ghaziabad CBSE Co-ed AAA+
DLF Public School, Ghaziabad CBSE Co-ed AAA+ Kendriya VIdyalaya No 1, Air CBSE Co-ed AAA+
.m
Force Station, Agra

Dr Amrit Lal Ishrat Memorial CBSE Co-ed AAA+
Lions School, Mirzapur CBSE Co-ed AAA+
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Sunbeam School, Ambedkar

Nagar
Lucknow Public College, ISC Co-ed AAA+
:/
Dr Virendra Swarup Education CBSE Co-ed AAA+ Rajajipuram

Centre, Farrukhabad
Lucknow Public School, CBSE Co-ed AAA+
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Heliger Borden Education ISC Co-ed AAA+ Lucknow

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Centre, Kanpur
Lucknow Public School, CBSE Co-ed AAA+
Holy Child School, Ghaziabad ISC Girls AAA+ Raebareli
ht
Holy Cross School, Ballia ISC Co-ed AAA+ Lucknow Public School, CBSE Co-ed AAA+
Sector-I, LDA Colony, Lucknow
Hree Sanatan Dharm CBSE Co-ed AAA+
Mariampur Senior Secondary CBSE Girls AAA+
Education Centre, Kaushalpuri
School, Kanpur
Indirapuram Public School, CBSE Co-ed AAA+
Methodist High School, ISC Co-ed AAA+
Indirapuram
Kanpur
Indus Valley Public School, CBSE Co-ed AAA+
Metropolitan School, ISC Co-ed AAA+
Noida
Gorakhpur
IPEM International School, ISC Co-ed AAA+
Modern Academy, Gomti ISC Co-ed AAA+
Allahabad
Nagar
Jai Academy, Jhansi CBSE Co-ed AAA+
Nehru World School, CBSE Co-ed AAA+
JB Academy, Faizabad CBSE Co-ed AAA+ Ghaziabad
Prabhat Academy, Pratapgarh ISC Co-ed AAA+

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RAN Public School, Kaunsal CBSE Co-ed AAA+ St. Joseph's Academy, ISC Co-ed AAA+
Ganj, Rampur Ghaziabad
Rani Laxmi Bai Memorial CBSE Co-ed AAA+ St. Joseph's Convent School, ISC Co-ed AAA+
School, Sarvodaya Nagar, Varanasi
Lucknow
St. Joseph's School, Navagram ISC Co-ed AAA+
Rani LaxmiBai Memorial CBSE Co-ed AAA+
School, Indira Nagar Lucknow St. Joseph's Senior Secondary CBSE Co-ed AAA+
School, Sonbhadra
Rani LaxmiBai Memorial CBSE Co-ed AAA+
School, Vikas Nagar Lucknow St. Jude’s School, Gorakhpur ISC Co-ed AAA+
gz
Renaissance School, CBSE Co-ed AAA+ St. Maria Goretti Inter College, ISC Girls AAA+
Bulandshahr Bareilly
Ma
Ryan International School, CBSE Co-ed AAA+ St. Paul's Church College, Agra ISC Co-ed AAA+
Ghaziabad
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St. Teresa School, CBSE Co-ed AAA+
Ryan International School, CBSE Co-ed AAA+ Indirapuram, Ghaziabad
Greater Noida
ta
St. Thomas' English Medium ISC Co-ed AAA+
Sacred Heart Convent Higher ISC Co-ed AAA+ School, Meerut
Secondary School, Mathura
gi
St. Thomas School, CBSE Co-ed AAA+
Sacred Heart Convent School, ISC Co-ed AAA+ Indirapuram
Di
Chandausi
St. Dominic Savio College, ISC Co-ed AAA+
Scholars' Home, Gomti Nagar, ISC Co-ed AAA+ Indiranagar
e/
Lucknow
Sunbeam School, Mughalsarai CBSE Co-ed AAA+
Sherwood Academy, Lucknow ISC Co-ed AAA+
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Sunbeam School, Varuna CBSE Co-ed AAA+

Shriji Baba Saraswati Vidya CBSE Boys AAA+
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Mandir, Mathura Tatachem DAV Public School, CBSE Co-ed AAA+

Babrala
Somerville School, Greater CBSE Co-ed AAA+
:/
Noida Taxsila Public School, Meerut CBSE Co-ed AAA+

Somerville School, Noida CBSE Co-ed AAA+ The Lucknow Public ISC Boys AAA+
s
Collegiate, Jopling Road,

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Springfields College, ISC Co-ed AAA+

Lucknow
Moradabad
ht
The Pillars Public School, Civil CBSE Co-ed AAA+

St. Paul's College, Lacknow ISC Co-ed AAA+
Lines, Gorakhpur
St. Basil's School, BaSt.i ISC Co-ed AAA+ Tiny Tots Convent School, ISC Co-ed AAA+
Lucknow
St. Clare's Senior Secondary CBSE Co-ed AAA+
School, Agra UP Kirana Seva Samiti ISC Co-ed AAA+
Vidyalaya, Kanpur
St. Dominic's Senior CBSE Co-ed AAA+
Secondary School, Mathura Delhi Public School, CBSE Co-ed AAA+
Shaheedpath, Lucknow
St. Fidelis College, Lucknow ISC Co-ed AAA+
JP International School, CBSE Co-ed AAA
St. Francis' Convent Inter ISC Girls AAA+ Greater Noida, Uttar Pradesh
College, Jhansi
Ramagya School, Sec-50, CBSE/ Co-ed AAA
St. Francis School, Shamli ISC Co-ed AAA+ Noida, Uttar Pradesh CIE
St. Francis’ College, Lucknow ISC Boys AAA+

UP COMING ISSUE
THE BEST
BSCHOOLS
IN INDIA
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201819
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India’s Most Comprehensive & ta
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Trusted B-School Ranking
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bwevents.co.in/bw/best-b-schools
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WHAT'S IN THE ISSUE

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B-School Survey and Rankings: The Best of the Best

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Profiles : Top 20 B-Schools

Can India become the second best global hub after USA for B-School Education by 2018
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Missing Out : Why do Top Indian B-Schools not feature on the Top Global B-School Lists?
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Industrial Revolution 4.0 : How ready are Indian B-Schools?

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Job Shrinkage : Are Indian B-School’s placement cells dealing with the rapid implementation of
AI and automation?
To Advertise, Please Contact
Mr.Vijay Gokavi vijay.gokavi@businessworld.in 9820056066
For Entries Submission, Please Contact

Ms .Priya Saraf; +91 9732247222; bestbschools@businessworld.in
Think Business. Think BW Businessworld.

UTTARAKHAND
INTERNATIONAL Board Type Rating BOARDING Board Type Rating
BOARDING Don Bosco Public School, CBSE Boys AAA+

Dogaon
Ecole Globale International CIE Girls AAAAA
Girls School, Dehradun * Guru Nanak Fifth Centenary ISC Boys AAA+
School, Mussoorie
The Doon School, Dehradun** IB Boys AAAAA
Jawahar Navoday Vidhyalay, CBSE Co-ed AAA+
Woodstock School, Mussoorie AP Co-ed AAAAA Almora
Kasiga School, Dehradun * CIE Co-ed AAAA+ Jawahar Navodaya Vidyalaya, CBSE Co-ed AAA+
gz
Rudraprayag
NATIONAL
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BOARDING Rudrapur
l_
Rashtriya Indian Military CBSE Boys AAAAA Jawahar Navodaya Vidyalaya, CBSE Co-ed AAA+
College, Dehradun Uttarkashi
ta
Welham Girls School, ISC Girls AAAAA St Joseph's College, Nainital ISC Boys AAA+
Dehradun
Tula'S International School, CBSE Co-ed AAA+
gi
Birla Vidyamandir, Nainital CBSE Boys AAAA+ Dehradun
Di
Hopetown Girls School, ISC Girls AAAA+ Jawahar Navodaya Vidyalaya, CBSE Co-ed AAA
Dehradun Haridwar
e/
St George's College, Mussoorie ISC Boys AAAA+ Jawahar Navodaya Vidyalaya, CBSE Co-ed AAA
Nainital
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The Asian School, Dehradun CBSE Co-ed AAAA+

Mohan Lal Sah Bal Vidya CBSE Girls AAA
Vantage Hall Girls’ Residential CBSE Girls AAAA+ Mandir, Nanital
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School, Dehradun Sainik School, Ghorakhal CBSE Boys AAA

:/
Welham Boys School, CBSE Boys AAAA+

Selaqui International School, ISC Co-ed AAA
Dehradun
Dehradun
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Wynberg Allen School, ISC Co-ed AAAA+

The Aryan School, Dehradun ISC Co-ed AAA
tp
Mussoorie
Ashok Hall Girls Residential ISC Girls AAAA DAY-CUM-BOARDING
ht
School, Almora
All Saints' College, Nainital ISC Girls AAAA
Jawahar Navodaya Vidyalaya, CBSE Co-ed AAAA
Tehri Garhwal Amenity Public School, CBSE Co-ed AAAA
Rudrapur
Model School for the Visually CBSE Co-ed AAAA
Handicapped, Dehradun Gen BC Joshi Army Public CBSE Co-ed AAAA
School, Pithoragarh
Mussoorie International ISC Girls AAAA
School, Mussoorie Summer Valley School, ISC Co-ed AAAA
Dehradun
Oak Grove School, Dehradun CBSE Co-ed AAAA
Doon International School, CBSE Co-ed AAA+
Sherwood College, Nainital ISC Co-ed AAAA Dehradun
Shigally Hill International ISC Girls AAAA Carman Residential and Day ISC Co-ed AAA
Academy, Dehradun School, Dehradun
Unison World School, ISC Girls AAAA Maa Anandmayee Memorial ISC Co-ed AAA
Dehradun School, Dehradun

Chitra Saraswat,
Vice-Principal, Brightlands School,
Dehradun
Syllabus has increased so much that

students are under a lot of stress. To
ensure that children aren’t mentally or
emotionally stressed, we repeatedly go
back to the lessons taught and teach in
a practical manner
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Rishikesh Public School, ISC Co-ed AAA+
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Rishikesh
St Jude's School, Majra ISC Co-ed AAA+
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St Lawrence School, Haldwani CBSE Co-ed AAA+
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St Thomas College, Dehradun ISC Co-ed AAA+
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St Thomas Convent School, ISC Co-ed AAA+
Pauri
A GOOD library will always be a meeting place for like-minded students
Di
St. Theresa's School, Srinagar ISC Co-ed AAA+
DAY Board Type Rating The Heritage School, ISC Co-ed AAA+
e/
Dehradun
Brightlands School, Dehradun ISC Co-ed AAAA+
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Vision Valley School, Kashipur CBSE Co-ed AAA+

St Joseph's Academy, ISC Co-ed AAAA+
Dehradun Doon Presidency School, ISC Co-ed AAA
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Dehradun
Ann Mary School, Dehradun ISC Co-ed AAAA
Kendriya Vidyalaya, SSB CBSE Co-ed AAA
:/
Army Public School, Ranikhet CBSE Co-ed AAAA Srinagar

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Convent of Jesus and Mary ISC Girls AAAA Omkarananda Saraswati ISC Co-ed AAA
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School, Dehradun Nilayam School, Rishikesh
Army Public School No 2, CBSE Co-ed AAA+ Presidency International ISC Co-ed AAA
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Roorkee School, Dehradun
Army Public School, Dehradun CBSE Co-ed AAA+ Seven Oaks School, Dehradun ISC Co-ed AAA
Delhi Public School, Ranipur CBSE Co-ed AAA+ Shiwalik International School, ISC Co-ed AAA
Dehradun
Doon Blossoms School, ISC Co-ed AAA+
St Ann’s Senior Secondary CBSE Girls AAA
Dehradun
School, Roorkee
Jaycees Public School, CBSE Co-ed AAA+
St Joseph's Convent High ISC Girls AAA
Rudrapur
School, Garhwal
Kendriya Vidyalaya, ONGC CBSE Co-ed AAA+
St Mary's Convent High ISC Girls AAA
Dehradun
School, Nanital
Koormanchal Academy, ISC Co-ed AAA+
Swami Hariharanand Public ISC Co-ed AAA
Almora
School, Haridwar
Nirmala Convent Senior CBSE Co-ed AAA+
Tibetan Children's Village CBSE Co-ed AAA
Secondary School, Kathgodam
School, Selakui, Dehradun

India’s Best Schools R AT I N G E A S T ZO N E
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Shutterstock
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VIBRANCY OF a school depends on how enthused the students are about the
BIHAR
s
learning atmosphere and the way they build lifelong friendship

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BRILLIANT,
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BOARDING
BUT IN
Birauli
PATCHES
Buxar
Darbhanga
With Kolkata leading up front, this Jamui
zone has huge potential, but lacks Jawahar Navodaya Vidyalaya, CBSE Co-ed AAAA
Katihar
good infrastructure facilities...
Madhubani

Interview
BOARDING B. VINOD,
Principal, Delhi Public School,
Jawahar Navodaya Vidyalaya, CBSE Co-ed AAAA Patna
Nagarpara
Jawahar Navodaya Vidyalaya, CBSE Co-ed AAAA TEACHER IS NO
Supaul
LONGER A SAGE
Simultala Awasiya Vidyalaya,
Jamui, Bihar
CBSE Co-ed AAAA
ON THE STAGE
Usha Martin World School, Patna CBSE Co-ed AAAA BUT A MEDDLER
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Jawahar Navodaya Vidyalaya, CBSE Co-ed AAA+ Q. What should be the teaching approach for
modern-day school education?
Ma
Garhbanaili, Purnea
A. As the adage goes, a teacher is no longer meant
Sainik School, Nalanda CBSE Boys AAA+ to be a sage on the stage but the role has reversed
l_
to being a meddler in the middle thereby foster-
ing critical thinking among students. The teaching
Araria
ta
approach should be inductive and not deductive
Jawahar Navodaya Vidyalaya, CBSE Co-ed AAA whereby learners observe, notice, question and
gi
Jethian then arrive at conclusions.
Q. How has your school integrated technology
Di
Muzaffarpur
with teaching?
Jawahar Navodaya Vidyalaya, CBSE Co-ed AAA A. Our classroom teaching is supplemented by
e/
Nawada Audio Visual Classes for all subjects. Listening

tracks are played and tests are conducted peri-
Jawahar Navodaya Vidyalaya, CBSE Co-ed
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AAA odically to augment listening and speaking skills in

Piprakothi students. Smart classes have been installed in labo-
/t
Jawahar Navodaya Vidyalaya, CBSE Co-ed AAA ratories to engage the curious minds. However, the
Saharsa school has used technology in moderation to ensure
that the benefits surpass any kind of ill-effect and
:/
Jawahar Navodaya Vidyalaya, Sirsa CBSE Co-ed AAA does not impinge upon students’ intellect.
Biran
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Jawahar Navodaya Vidyalaya, CBSE Co-ed AAA Q. How do you encourage holistic development
tp
Sitamarhi of children?
A. We have introduced varied programmes and
ht
practices in our school to make it a progressive

Vrindavan education system with a focus on fostering holistic
DAY-CUM-BOARDING development in children. We have a rich Resource
Centre (Library), advanced laboratories, Computer
Patna Central School, Patna CBSE Co-ed AAA+ Labs and also the ‘Atal Tinkering Lab (ATL)’ which
give open space to students for their scientific tem-
DAY perament, creativity and curiosity to flourish. In
our teaching methodology, we emphasise on hands-
DAV Public School, Patna CBSE Co-ed AAAA+
on experience and learning by doing. Furthermore,
Delhi Public School, Shahpur CBSE Co-ed AAAA+ unique programmes like ‘Daily Mile’ wherein the
students and teachers participate in morning walk/
Notre Dame Academy, Patna CBSE Girls AAAA+ jog/yoga immediately after reporting to school are
organised. ‘Rural Immersion Programme’ under
St. Michael's High School, Patna CBSE Co-ed AAAA+ which we organized camps in the rural environs
of Siwan district to acquaint students with rural
St. Joseph's Convent High School, ISC Girls AAAA dynamics and ‘Green School’ projects to make
Patna school a plastic free zone were also organized.

DAY
St. Joseph's School, Navagram ISC Co-ed AAAA
St. Joseph's School, NTPC CBSE Co-ed AAAA DR. HEMLATA S MOHAN,
Principal, DPS, Bokaro
Kahalgaon, Bhagalpur
Army Public School, Danapur Cantt CBSE Co-ed AAA+
It is relevant to design and deliver a
BR DAV Public School, Begusarai CBSE Co-ed AAA+ learning ecosystem whereby highly per-
Carmel High School, Patna ISC Girls AAA+ sonalised learning accounting is done
for each individual’s personal goals. If we
gz
Carmel School, Bhagalpur ISC Girls AAA+
are able to accomplish those goals, we
would then be in tune with our mission.
Ma
Creane Memorial High School, CBSE Co-ed AAA+
Gaya
The school staunchly believes in holistic
l_
Kendriya Vidyalaya, E C Railway, CBSE Co-ed AAA+ education and hence our students are
Samastipur
groomed to be global leaders
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Kendriya Vidyalaya, Khagaul CBSE Co-ed AAA+
gi
Mount Assisi School, Bhagalpur ISC Co-ed AAA+ DAY-CUM-BOARDING Board Type Rating
DAV Public School, Muzaffarpur CBSE Co-ed AAA Sapphire International School, CBSE Co-ed AAAA
Di
Ranchi
Don Bosco Academy, Digha Ghat ISC Co-ed AAA
e/
DAY
Notre Dame Academy, Jamalpur CBSE Co-ed AAA
Delhi Public School, Ranchi CBSE Co-ed AAAAA
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Regional Secondary School, CBSE Co-ed AAA

Madhubani Ramakrishna Mission Vidyapith, CBSE Co-ed AAAAA
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Deoghar
St. Paul's School, Rourkela ISC Co-ed AAA
Chinmaya Vidyalaya, Bokaro CBSE Co-ed AAAA+
:/
Delhi Public School, Bokaro Steel CBSE Co-ed AAAA+

City
s
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Delhi Public School, Dhanbad CBSE Co-ed AAAA+
JHARKHAND Sacred Heart Convent School, ISC Girls AAAA+

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Jamshedpur
Carmel Junior College, Sonari ISC Co-ed AAAA
BOARDING
DAV Public School, Koyla Nagar, CBSE Co-ed AAAA
Sainik School, Tilaiya CBSE Boys AAAA+ Dhanbad
Taurian World School, Ranchi CBSE Co-ed AAAA+ DAV Public School, NTS Barkakana CBSE Co-ed AAAA
Jawahar Navodaya Vidyalaya, CBSE Co-ed AAAA DAV Public School, Sector - IV, CBSE Co-ed AAAA
Koderma Bokaro Steel City
Jawahar Navodaya Vidyalaya, CBSE Co-ed AAAA DBMS English School, Jamshedpur ISC Co-ed AAAA
Simdega
Dhanbad Public School, Dhanbad CBSE Co-ed AAAA
Tenughat Hill Top School, Jamshedpur ISC Co-ed AAAA

Kendriya Vidyalaya Shift 1, Hinoo, CBSE Co-ed AAA+

Ranchi
ADITI MUKHERJEE, Kerala Samajam Model School, ISC Co-ed AAA+
Principal, GEMS Akademia International Jamshedpur
School, Kolkata
Motilal Nehru Public School, ISC Co-ed AAA+
Jamshedpur
We strive to empower our learners with
the skills required to make sense of the Rajendra Vidyalaya, Sakchi ISC Co-ed AAA+
diversities and the potentially confusing Rajkamal Saraswati Vidya Mandir, CBSE Co-ed AAA+
complexities of the world they step into. Dhanbad
gz
The divisions between global and local St Xavier's School, Bokaro Steel ISC Co-ed AAA+
have become more blurred, at several City
Ma
levels. Parent engagement forms inte- ADLS Sunshine School, Jamshedpur ISC Co-ed AAA
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gral part of the ethos at GEMS Akademia Carmel School, Dhanbad ISC Girls AAA
International School
ta
Carmel School, Digwadih ISC Girls AAA
Dav Public School SP Mines, CBSE Co-ed AAA

gi
Deoghar
Jawahar Vidya Mandir, Shyamali CBSE Co-ed AAAA
Di
DAV Public School, Bokaro Steel CBSE Co-ed AAA

City
Little Flower School, Jamshedpur ISC Co-ed AAAA
e/
DAV Public School, Dhori, Bokaro CBSE Co-ed AAA

Loyola School, Jamshedpur ISC Co-ed AAAA
DAV Public School, Sawang CBSE Co-ed AAA
.m
Narbheram Hansraj English School, ISC Co-ed AAAA

Jamshedpur Dayanand Public School, ISC Co-ed AAA
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jamshedpur
The Pentecostal Assembly School, CBSE Co-ed AAAA
Bokaro De Nobili School, Digwadih ISC Co-ed AAA
:/
DAV Kapil Dev Public School, CBSE Co-ed AAA+ De Nobili School, Sijua ISC Co-ed AAA
Ranchi
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Kendriya Vidyalaya, Singharsi CBSE Co-ed AAA

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DAV Public School, Bistupur, CBSE Co-ed AAA+

Jamshedpur Loyola School, Taldanga ISC Co-ed AAA
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DAV Public School, Gandhi Nagar, CBSE Co-ed AAA+

MK DAV Public School, Daltonganj CBSE Co-ed AAA
Ranchi
DAV Public School, Hazaribag CBSE Co-ed AAA+ PVSS DAV Public School, CBSE Co-ed AAA
Jhumritelaiya
DAV Public School, Kathara, Bokaro CBSE Co-ed AAA+
Sacred Heart School, Chianki ISC Co-ed AAA
DAV Public School, Ranchi CBSE Co-ed AAA+
Sree Ayyappa Public School, CBSE Boys AAA
De Nobili School, CMRI, Dhanbad ISC Co-ed AAA+ Bokaro
St. Xavier's School, Hazaribagh CBSE Co-ed AAA
De Nobili School, Maithon, ISC Co-ed AAA+
Dhanbad Tata DAV Public School, Ghatotand CBSE Co-ed AAA
De Nobili School, Sindri ISC Co-ed AAA+
Vikas Vidyalaya, Ranchi CBSE Boys AAA
JH Tarapore School, Jamshedpur ISC Co-ed AAA+

ODISHA
DAV Public School, Paradeep CBSE Co-ed AAAA

DAV Public School, Angul CBSE Co-ed AAAA
DAY-CUM-BOARDING
DAV Public School, Berhampur CBSE Co-ed AAAA
KIIT International School, IB Co-ed AAAA+
Bhubaneswar DAV Public School, Pokhariput CBSE Co-ed AAAA
NATIONAL Kendriya Vidyalaya No 1, Bolangir CBSE Co-ed AAAA
BOARDING Kendriya Vidyalaya, Bhawanipatna CBSE Co-ed AAAA
Jawahar Navodaya Vidyalaya, CBSE Co-ed AAAA St. Paul's School, Rourkela ISC Boys AAAA
gz
Cuttack
Belpahar English Medium School, ISC Co-ed AAA+
Ma
Belpahar
Dhenkanal
DAV Public School, Burla CBSE Co-ed AAA+
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Jawahar Navodaya Vidyalaya, Puri CBSE Co-ed AAAA
DAV Public School, Cuttack CBSE Co-ed AAA+
Belpada
ta
DAV Public School, NTPC, Talcher CBSE Co-ed AAA+
gi
Jawahar Navodaya Vidyalaya, CBSE Co-ed AAA+ DAV Public School, Sundergarh CBSE Co-ed AAA+
Kendrapara
DAV Public School, Talcher CBSE Co-ed AAA+
Di

Sambalpur Delhi Public School, Kalinga, CBSE Co-ed AAA+
e/
Jawahar Navodaya Vidyalaya, CBSE Co-ed AAA+ Phulnakhara

Sundargarh Ispat English Medium School, ISC Co-ed AAA+
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Vikash Residential School, Bargarh CBSE Co-ed AAA+ Rourkela

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Salbani
:/

Bagudi
s

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Landiguda
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DAY-CUM-BOARDING
SAI International School, CBSE Co-ed AAAA+
Bhubaneswar
DAV Public School, CBSE Co-ed AAAA
Chandrasekharpur
St. Mary's School, Barbil ISC Co-ed AAA+
Delhi Public School, Damanjodi CBSE Co-ed AAA
Delhi Public School, Rourkela CBSE Co-ed AAA
DAY
DAV Public School, Unit VIII, CBSE Co-ed AAAA+
Bhubaneswar
The Mother's Public School, CBSE Co-ed AAAA+
Bhubaneswar

Interview
DAY Board Type Rating DR. KC SATAPATHY,
Principal, DAV Public School,
Jindal School, Barbil CBSE Co-ed AAA+ Chandrashekharpur
Kendriya Vidyalaya, Berhampur CBSE Co-ed AAA+ RELEVANT KNOWLEDGE

Kendriya Vidyalaya, Dhenkanal CBSE Co-ed AAA+ IS THE KEY TO SUCCESS
Loyola School, Bhubaneswar ISC Co-ed AAA+
Modern Public School, CBSE Co-ed AAA+

Meghadambaru, Balasore
ODM Public School, Bhubaneswar CBSE Co-ed AAA+
gz
St. Joseph's Convent School, ISC Girls AAA+
Rourkela
Ma
Army Public School, Gopalpur CBSE Co-ed AAA
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Dalmia Vidya Mandir, Sundargarh CBSE Co-ed AAA
DAV Public School, Balasore CBSE Co-ed AAA Q. How can regular school education be made
ta
more interactive?
Dav Public School, Bandhabahal CBSE Co-ed AAA A. Use of interactive methods of teaching encour-
gi
ages interest in learning, out of the box thinking,
Demonstration Multipurpose CBSE Co-ed AAA provides high motivation and, most importantly,
School, Bhubaneswar contributes to the complex competencies of future
Di
specialists. Apart from the digitalised classrooms,

Ghanashyam Hemalata CBSE Co-ed AAA
teaching methods such as brainstorming, buzz ses-
e/
Vidyamandir, Puri
sions, think – pair – share and incident processing,
Kendriya Vidyalaya ARC, Charbatia, CBSE Co-ed AAA which focuses on the students thinking about the
.m
Cuttack concept, its relevance in real life could be more

effective and promote interactive learning. It also
/t
depends on the ingenuity of the educator on how to

turn the session into a thinking classroom.
:/
Q. How do you foster curiosity and critical

thinking in a child?
s
A. Questions! Encourage students to ask questions.

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Children are generally curious about the world and

they keep asking numerous questions when they
ht
are younger. But gradually, they learn to fit into the

world of conformity and suppress their questioning
nature. We often have a scheduled part of the school
period dedicated to the students asking questions.
Q. How to ease student’s curriculum burden?

A. The school curriculum is loaded with informa-
tion and activities that sometimes do not seem rel-
evant to the students. Emphasis should be given to
impart relevant education to them, the knowledge
that will help them succeed in tomorrow’s world.
We, as educators, need to focus on stating the objec-
tives of the concept, the transfer of learning in real
time, the underlining of values learned and skills
taught. When the students begin to understand and
connect the dots, only then will learning become
an enriching and interesting process rather than a
mundane thing.

DAY
Kendriya Vidyalaya No 2, Bolangir CBSE Co-ed AAA
Kendriya Vidyalaya No 3, CBSE Co-ed AAA

Bhubaneswar
Kendriya Vidyalaya, Gopalpur CBSE Co-ed AAA
Kendriya Vidyalaya, INS Chilka CBSE Co-ed AAA
Kendriya Vidyalaya, Koraput CBSE Co-ed AAA
gz
St. Joseph's Girls High School, ISC Girls AAA
Cuttack
Ma
St. Mary's Higher Secondary ISC Co-ed AAA
School, Jharsuguda
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Vyomayana Samstha Vidyalaya, CBSE Co-ed AAA
Sunabeda
ta
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WEST BENGAL
e/

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DAY-CUM-BOARDING
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GEMS Akademia International CIE Co-ed AAAA

School, Kolkata**
:/
DAY
ART AS an educator: Human expression finds it best reflection through art
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Calcutta International School, IB Co-ed AAAA+

Kolkata
tp
The Heritage School, Kolkata ** IB Co-ed AAAA+ BOARDING Board Type Rating
ht
NATIONAL Jawahar Navodaya Vidyalaya, CBSE Co-ed AAA+

Banipur, North 24 Parganas
BOARDING
Goethals Memorial School, ISC Boys AAAA+ Paschim Medinipur
Kurseong
North Point Residential School, CBSE Co-ed AAAA+ Purba Medinipur
Siliguri
St. Paul's School, Jalapahar, ISC Boys AAA+
Jawahar Navodaya Vidyalaya, CBSE Co-ed AAAA Darjeeling
Durgapur
Himali Boarding School, ISC Co-ed AAA
St. Michael’s School, Siliguri ISC Co-ed AAAA Doomaram
St. Joseph's College, Darjeeling ISC Boys AAAA Jawahar Navodaya Vidyalaya, CBSE Co-ed AAA
Nadia
Arambagh

Modern High School for Girls, ISC Girls AAAAA

Kolkata
DAMAYANTI MUKHERJEE, Our Lady Queen of The Missions ISC Girls AAAAA
Principal, Modern High School for Girls, School, Kolkata
Kolkata
Ram Mohan Mission High School, ISC Co-ed AAAAA
Kolkata
In tandem with the global recognition of
Birla High School, Kolkata CBSE Boys AAAA+
the value of a multilingual brain, we have
adopted a multi-pronged language pro- Calcutta Girls High School, Kolkata ISC Girls AAAA+
gramme. Among the languages on offer
gz
DAV Model School, Durgapur CBSE Co-ed AAAA+
are English which is taught as the first
DAV Model School, Kharagpur CBSE Co-ed AAAA+
language, Hindi and regional language
Ma
Bengali as second languages and San- De Paul School, Berhampur ISC Co-ed AAAA+
l_
skrit, German, and Mandarin Don Bosco High School, Park Circus ISC Boys AAAA+
ta
Don Bosco School, Siliguri ISC Boys AAAA+
Don Bosco School, Siliguri ISC Boys AAAA+

gi
DAY-CUM-BOARDING Board Type Rating Garden High School, Kolkata ISC Co-ed AAAA+
Di
Disari Public School, Purba ISC Co-ed AAAA+ Hem Sheela Model School, CBSE Co-ed AAAA+
Medinipur Durgapur
e/
Pratt Memorial School, Kolkata ISC Girls AAAA Holy Child School, Jalpaiguri ISC Co-ed AAAA+
.m
BDM International, Pratapgarh, CBSE Co-ed AAA+ La Martiniere for Boys, Kolkata ISC Boys AAAA+
Kolkata
/t
Contai Public School, Purba ISC Co-ed AAA+ La Martiniere for Girls, Kolkata ISC Girls AAAA+
Medinipur
:/
Lakshmipat Singhania Academy, CBSE Co-ed AAAA+

Delhi Public School, Pradhan Nagar CBSE Co-ed AAA+ Kolkata
s
Holy Child English Academy, Malda ISC Co-ed AAA+ M P Birla Foundation Higher ISC Co-ed AAAA+
tp
Secondary School, Kolkata

St. Augustine's Day School, ISC Co-ed AAA+ Mary Immaculate School, ISC Co-ed AAAA+
ht
Kalimpong Berhampore
St. Joseph's Convent, Kalimpong ISC Girls AAA+ Nirmala Convent School, Siliguri ISC Girls AAAA+
Dr Graham'S Homes, Kalimpong ISC Co-ed AAA St. Joan's School, Kolkata ISC Co-ed AAAA+
St. Augustine School, Giddha Pahar ISC Co-ed AAA St. Teresa's Secondary School, ISC Girls AAAA+
Kurseong Kolkata
The St. Xavier's School, Malda ISC Co-ed AAA St. Xavier's Collegiate School, ISC Boys AAAA+
Kolkata
DAY
The Calcutta Boys School, Kolkata ISC Boys AAAA+
Bhavan's Gangabux Kanoria CBSE Co-ed AAAAA
Vidyamandir, Salt Lake The Future Foundation School, ISC Co-ed AAAA+
Don Bosco School, Liluah ISC Boys AAAAA Kolkata
The Heritage School, Kolkata ISC Co-ed AAAA+
Loreto House, Kolkata ISC Girls AAAAA

DAY Mahadevi Birla World Academy, CBSE Girls AAAA

Kolkata
Vivekananda Mission School, Joka ISC Co-ed AAAA+
Maheshwari Girls School, Kolkata ISC Girls AAAA
WWA Cossipore English School, ISC Co-ed AAAA+
Kolkata Mansur Habibullah Memorial ISC Co-ed AAAA
School
Adamas International School, ISC Co-ed AAAA
Belgharia MC Kejriwal Vidyapeeth, Howrah ISC Boys AAAA
Agrasain Balika Siksha Sadan, ISC Girls AAAA Modern English Academy, ISC Co-ed AAAA
Howrah Barrackpore
gz
Army Public School, Kolkata CBSE Co-ed AAAA National Gems Higher Secondary ISC Co-ed AAAA
School, Kolkata
Army School, Barrackpore CBSE Co-ed AAAA
Ma
Purwanchal Vidyamandir, Kolkata ISC Co-ed AAAA
Ashok Hall Girls Higher Secondary CBSE Girls AAAA
l_
School, Kolkata Salt Lake School, Kolkata ISC Co-ed AAAA
Assembly of God Church School, ISC Co-ed AAAA Shaw Public School, Kolkata ISC Girls AAAA
ta
Kolkata
Sri Aurobindo Institute of ISC Co-ed AAAA
Assembly of God Church School, ISC Co-ed AAAA
gi
Education, Kolkata
Sodepur
St. Agnes School, Kharagpur ISC Girls AAAA
Di
Auxilium Convent School, Bandel ISC Girls AAAA

St. James School, Kolkata ISC Boys AAAA
Auxilium Convent School, Kolkata ISC Girls AAAA
e/
St. Joseph's College, Kolkata ISC Boys AAAA

Bhavan’s Netaji Subhash Chandra CBSE Co-ed AAAA
.m
Bose Vidyaniketan, Medinipur St. Joseph's Convent, ISC Girls AAAA

Chandannagar
Bishop Morrow School, Nadia ISC Co-ed AAAA
/t
St. Joseph's High School, Matigara ISC Girls AAAA

Carmel School, Durgapur ISC Girls AAAA
St. Mary's Higher Secondary ISC Co-ed AAAA
:/
Carmel School, South 24 Parganas ISC Co-ed AAAA School, Cooch Behar
s
DAV Public School, Diamond CBSE Co-ed AAAA St. Patrick’s Higher Scondary ISC Boys AAAA
tp
Harbour Road, Kolkata School, Asansol

Delhi Public School, Megacity ISC Co-ed AAAA St. Xavier's InSt.itution, Panihati ISC Co-ed AAAA
ht
Delhi Public School, Newtown ISC Co-ed AAAA St. Xavier's School, Burdwan ISC Co-ed AAAA
Dolna Day School, Kolkata ISC Co-ed AAAA Sunshine School, Jalpaiguri ISC Co-ed AAAA
GD Birla Centre for Education, ISC Co-ed AAAA Techno India Public School, CBSE Co-ed AAAA
Kolkata Hooghly
Julien Day School , Kalyani ISC Co-ed AAAA The Frank Anthony Public School, ISC Co-ed AAAA
Kolkata
Julien Day School, Ganganagar ISC Co-ed AAAA
Vidyasagar Shishu Niketan, ISC Co-ed AAAA
Loreto Convent, Asansol ISC Girls AAAA Midnapore
Loreto Convent, Darjeeling ISC Girls AAAA Abhinav Bharati High School, CBSE Co-ed AAA+
Kolkata
Loreto Day School, Kolkata ISC Girls AAAA
Apeejay School, Park Street, CBSE Co-ed AAA+
Mahadevi Birla Shishu Vihar, ISC Girls AAAA Kolkata
Kolkata

Apeejay School, Sector II, Kolkata CBSE Co-ed AAA+ Column

Apex Academy, Purba Medinipur ISC Co-ed AAA+ ALLAN JOHN SAMUEL,
Principal, St. Michael’s
Army Public School, Bengdubi CBSE Co-ed AAA+ School, Siliguri
Army Public School, Binnaguri CBSE Co-ed AAA+

SLOW LEARNERS
Army Public School, Sukna CBSE Co-ed AAA+ ARE OFTEN
Auxilium Convent School, Barasat ISC Co-ed AAA+ VICTIMS OF
Burnpur Riverside School, Burnpur CBSE Co-ed AAA+ CIRCUMSTANCES
gz
Calcutta Public School, Kalikapur ISC Co-ed AAA+
N o child dubbed ‘slow’ is slow by choice.
Ma
Central Modern School, Baranagar ISC Co-ed AAA+ There is always a reason or many reasons
behind. The sad part of it is that we teachers can
l_
DAV Public School, CBSE Co-ed AAA+ eliminate these reasons, but we seem to care little
DVC,MTPS,Bankura about this. A child, daydreaming with a faraway
ta
DAV Public School, Midnapore CBSE Co-ed AAA+ look, will obviously show no interest in what is
going on in the class, but may not really be a slow
gi
Delhi Public School, NTPC Farakka, CBSE Co-ed AAA+ learner. Maybe the child has been put into a state
Murshidabad of shock, due to a situation he has witnessed. It
could be that the child is dreading that during the
Di
Douglas Memorial Higher ISC Co-ed AAA+ break the bullies would pile on him. A child may
Secondary School, Kolkata not be keeping up with the class because the very
e/
Hirendra Leela Patranavis School, ISC Co-ed AAA+ presence of the teacher fills him/her with fear.
Kolkata We cannot expect these kids to solve riders or
.m
understand Pythagoras. The problem becomes

Holy Cross School, Baruipur ISC Co-ed AAA+ graver when a child for reasons unknown to the
/t
teacher does not score well but is nevertheless

Jewish Girls School, Kolkata ISC Girls AAA+
promoted to the next class. It is like taking some-
body who cannot swim in the shallow water and
:/
Julien Day School, Kolkata ISC Co-ed AAA+

forcing him to dive deep.
KE Carmel School, Behala ISC Co-ed AAA+
s
How do we deal with such situations?

tp
Kendriya Vidyalaya, Ballygunge CBSE Co-ed AAA+ Class teachers should be vigilant about the dis-
play of any odd behaviour or any tic in a child.
Loreto Convent School Entally, ISC Girls AAA+
ht
In case something springs up, a brief discussion

Kolkata
with the Principal can lead to the case being rec-
Rajasthan Vidya Mandir, Kolkata ISC Girls AAA+ ommended to the school Counsellor. The school
Counsellor with love, care, diplomacy and with
St. AuguSt.ine's Day School, ISC Co-ed AAA+ support of child’s parents, in a series of friendly
Barrackpore chats can discover the problem which then can
St. Helen's School, Howrah ISC Co-ed AAA+ be treated and solved. The problems often are
not very difficult to solve, once they are exposed.
St. Paul's Educational Institution, ISC Co-ed AAA+ The idea of a school clinic under the aegis of a
Shibpur trained Counsellor has become indispensable to
modern day schools. I appeal to all well-wishing
Sunrise English Medium School, ISC Co-ed AAA+ schools to employ such an idea to take your
Belur school to a higher level of functioning. Remem-
The Assembly of God Church CBSE Co-ed AAA+ ber, a child dubbed ‘slow’ is not really slow but
School, Purulia often a victim of circumstances.
The Modern Academy ISC Co-ed AAA+

Tribeni Tissues Vidyapith, ISC Co-ed AAA+ St. AuguSt.ine's Day School, ISC Co-ed AAA
Chandrahati Shyamnagar
Young Horizons School, Kalikapur ISC Co-ed AAA+ St. James School, Binnaguri ISC Co-ed AAA
Assembly of God Church School, ISC Co-ed AAA St. Joseph's School, Navagram ISC Co-ed AAA
Ukhra
St. Jude's High School, ISC Co-ed AAA
Grace Ling Liang English School, ISC Co-ed AAA Madhyamgram
Kolkata
St. Lukes Day School, Naihati ISC Co-ed AAA
Kendriya Vidyalaya, Cossipore, CBSE Co-ed AAA
Kolkata St. Pauls Boarding and Day School, ISC Girls AAA
gz
Kolkata
Kendriya Vidyalaya, Kalimpong CBSE Co-ed AAA
St. St.ephen's School, Dum Dum ISC Co-ed AAA
Ma
Mahavir Institute of Education and ISC Co-ed AAA
Research, Canal Street St. Thomas Church School, Howrah ISC Co-ed AAA
l_
Methodist School, Dankuni ISC Co-ed AAA St. Thomas Girls School, Kolkata ISC Girls AAA
ta
National English School, Kolkata ISC Co-ed AAA "The Aryans School, Kamarhati, ISC Co-ed AAA
Kolkata
Orient Day School, Behala ISC Co-ed AAA
gi
The Assembly of God Church ISC Co-ed AAA
Pramila Memorial Institute, ISC Co-ed AAA School, Tollygunge
Di
Kolkata
RLJDMC DAV Public School, CBSE Co-ed AAA
e/
Raniganj
Saint Paul's School, Jalpaiguri ISC Co-ed AAA
ARUNACHAL PRADESH
.m
South End Centre EM School, ISC Co-ed AAA

/t
Howrah NATIONAL Board Type Rating
Sri Ram Narayan Singh Memorial ISC Co-ed AAA DAY

:/
High School, Kolkata

Kendriya Vidyalaya, Kimin CBSE Co-ed AAA
s
Kendriya Vidyalaya, Tezu CBSE Co-ed AAA

tp
ASSAM
ht

CHANDRALEKHA RAWAT,
BOARDING
Principal, Delhi Public School, Guwahati
The Assam Valley School, Balipara ISC Co-ed AAAA+
Delhi Public School, Guwahati, where Miles Bronson Residential School, CBSE Co-ed AAAA
‘Service before Self’ is the motto, all Borjhar, Guwahati
work together as a community to pro- Jawahar Navodaya Vidyalaya, CBSE Co-ed AAA+
vide a happy, secure and stimulating Barpeta
learning environment. The school has Jawahar Navodaya Vidyalaya, CBSE Co-ed AAA+
well-equipped laboratories for instilling Jorhat
scientific temperament among the stu- Jawahar Navodaya Vidyalaya, CBSE Co-ed AAA+
dents and provide them lifelong learning Nalbari

gz
Ma
l_
ta
VIBRANT CLASSROOMS add to the learning experiences at any school
gi
Board Type Rating
Di
BOARDING DAY Board Type Rating
Sainik School, Goalpara CBSE Boys AAA+ Gurukul Grammar Senior CBSE Co-ed AAAA
e/
Secondary School, Guwahati

Pailapool Maharishi Vidya Mandir Public CBSE Co-ed AAAA
.m
School, Barsajai
/t
Sivasagar Maharishi Vidya Mandir, Guwahati CBSE Co-ed AAAA
DAY-CUM-BOARDING Maria's Public School, Guwahati CBSE Co-ed AAAA

:/
Delhi Public School, Guwahati CBSE Co-ed AAAA+ Shrimanta Shankar Academy, CBSE Co-ed AAAA
s
Dispur
NPS International School, CBSE Co-ed AAAA+
tp
Guwahati Army Public School, Jorhat CBSE Co-ed AAA+
Royal Global School, Guwahati CBSE Co-ed AAAA+

ht
Delhi Public School, Dhaligaon CBSE Co-ed AAA+
South Point School, Guwahati CBSE Co-ed AAA+ Delhi Public School, Duliajan CBSE Co-ed AAA+
DAY Delhi Public School, ONGC, Nazira CBSE Co-ed AAA+
Delhi Public School, Numaligarh CBSE Co-ed AAAA+ Guru Teg Bahadur Academy School, CBSE Co-ed AAA+
Tinsukia
Don Bosco School, Guwahati CBSE Co-ed AAAA+
Kendriya Vidyalaya AFS, Borjhar CBSE Co-ed AAA+
Sanskriti The Gurukul, Guwahati ISC Co-ed AAAA
Kendriya Vidyalaya AFS, Chabua CBSE Co-ed AAA+
Army Public School, Narangi, CBSE Co-ed AAAA
Kamrup Kendriya Vidyalaya, Haflong CBSE Co-ed AAA+
Army Public School, Tezpur CBSE Co-ed AAAA Kendriya Vidyalaya, Nagaon CBSE Co-ed AAA+
Budding Buds Senior Secondary CBSE Girls AAAA Kendriya Vidyalaya, Namrup CBSE Co-ed AAA+
School, Tinsukia
Army Public School, Dinjan CBSE Co-ed AAA
Delhi Public School, Digboi CBSE Co-ed AAAA

DAY
Kendriya Vidyalaya Dinjan CBSE Co-ed AAA
Kendriya Vidyalaya Khanapara, CBSE Co-ed AAA

Khanapara
Kendriya Vidyalaya, Dholchera CBSE Co-ed AAA
Kendriya Vidyalaya, Karimganj CBSE Co-ed AAA
Kendriya Vidyalaya, Khatkhati CBSE Co-ed AAA
gz
Vivekananda Kendra Vidyalaya, CBSE Co-ed AAA
Dibrugarh
Ma
MANIPUR
l_
BOARDING
ta
gi
Bishnupur
Di
Sainik School, Imphal CBSE Boys AAA+
NAGALAND
e/

Churachandpur
.m
Jawahar Navodaya Vidyalaya, CBSE Co-ed AAA NATIONAL Board Type Rating
Thoubal
DAY
/t

Jubilee Memorial School, ISC Co-ed AAA+
:/
DAY Mokokchung
Kendriya Vidyalaya, Loktak CBSE Co-ed AAA Delhi Public School, Dimapur CBSE Co-ed AAA
s
tp
Kendriya Vidyalaya, Tuli, Nagaland CBSE Co-ed AAA

MEGHALAYA
SIKKIM
ht
DAY-CUM-BOARDING NATIONAL Board Type Rating
Pine Mount School, Shillong ISC Girls AAA+ DAY-CUM-BOARDING

Assam Riles Public School, Shillong CBSE Co-ed AAA Don Bosco School, Malbasey ISC Co-ed AAA
DAY St. Xavier's School, Pakyong ISC Co-ed AAA
Army Public School, Shillong CBSE Co-ed AAA+ Tashi Namgyal Academy, Gangtok ISC Co-ed AAA
Kendriya Vidyalaya Nehu, Shillong CBSE Co-ed AAA+ DAY

Kendriya Vidyalaya, Tura CBSE Co-ed AAA+ Kendriya Vidyalaya, NHPC Singtam CBSE Co-ed AAA+
Kendriya Vidyalaya EAC, Upper CBSE Co-ed AAA Holy Cross School, Tadong CBSE Co-ed AAA
Shillong

Interview
SONYA GHANDY MEHTA,
Head of School,
Assam Valley School
EDUCATING
MIND, BODY
AND HEART
gz
Q. How can school education be made more
interactive than regular teaching mode?
Ma
A. I personally believe that true education needs to
involve the students as active members of the class.
l_
Teachers must play the role of a facilitator of learn-
ing rather than thinking they are the repository of
ta
knowledge. By having students discuss the topic at
hand, showing them the applicability in our daily
gi
life, makes their learning more meaningful and real.
Q. Do you give much emphasis on teachers’

Di
training, and how do you go about it?

STUDENTS NEED peaceful atmosphere to learn, reflect and grow up as bright
A. Professional development is critical to any
e/
minds in line with their true potential.

school and we have to encourage our teachers to be
lifelong learners. At AVS, on an average, teachers
.m
have at least 15-20 days of professional learning,

TRIPURA if not more, in a year. Resource people and online
/t
courses provide a good mix of learning experiences

NATIONAL Board Type Rating for our teachers.
:/
DAY-CUM-BOARDING Q. What are your thoughts on experiential

learning?
s
Bhavans Tripura Vidyamandir, CBSE Co-ed AAA+

Bimangarh
A. Experiential learning goes a long way in foster-
tp
ing curiosity in children. As long as teachers steer

DAY clear of just pouring information into the child,
ht
curiosity and critical thinking will be encouraged.

Ramakrishna Math and CBSE Boys AAAA Inquiry and active learning are also effective strate-
Ramakrishna Mission, Viveknagar gies to generate critical thinking.
Holy Cross School, Ballia ISC Co-ed AAA+
Q. Any unique features/programmes of your
Kendriya Vidyalaya, ONGC, CBSE Co-ed AAA+ school that you would like to discuss?
Agartala A. Teaching students life-skills is very important
as there are skills that are needed to be successful
Sri Krishna Mission School, CBSE Co-ed AAA+
in life and your career. Since last year, inculcating
Agartala
such skills has become part of our curriculum,
St. Paul’s School, Agartala ISC Co-ed AAA+ especially for our senior students. Encouraging
leadership in our students through Student Voice
Kendriya Vidyalaya, Panisaga CBSE Co-ed AAA and allowing them to be a part of the solution pro-
cess in problem-solving are also great lessons for
them to learn about life after school.

India’s Best Schools R AT I N G W E S T ZO N E
WHERE THE BEST TRY

TO BE BETTER
As prosperity makes its presence felt, aspiration for world class school
education is being increasingly felt in the western states, especially
Maharashtra, spurring hot competition among top schools...
gz
DAMAN
Ma
l_
DAY
Coast Guard Public School, Daman CBSE Co-ed AAA
ta
gi
Di
GOA
e/

.m
BOARDING
/t
Canacona
:/
Jawahar Navodaya Vidyalaya, CBSE Day AAA

Valpoi
s
DAY
tp
Kendriya Vidyalaya No 1, Vasco Da CBSE Co-ed AAAA+

Gama
ht
Don Bosco High School, Panjim State Boys AAA+

Board
Kendriya Vidyalaya, Bambolim CBSE Co-ed AAA+
Camp Goa
Kendriya Vidyalaya, Ponda CBSE Co-ed AAA+
Navy Children School, Dabolim CBSE Co-ed AAA+
Sharada Mandir School, Miramar, ISC Co-ed AAA+

Panaji
Kendriya Vidyalaya INS Mandovi, CBSE Co-ed AAA
Gova
Manovikas English Medium School, ISC Co-ed NR
Margao, Goa TECHNOLOGY IS permeating the education space in a big way

GUJARAT
BHAVESHA SHAH
BOARDING Director- Kindergarten
Ambe Group of Schools, Vadodara
Mahatma Gandhi International IB Co-ed AAAA
School, Ahmedabad
The Galaxy School,Rajkot IB Co-ed AAA+
For today’s generation, interactive
learning is the most effective method
DAY-CUM-BOARDING to learn. Under this, we use different
Calorx Olive International School, IB Co-ed AAA+ teaching techniques using latest digital
gz
Ahmedabad content, role play, projects, experiential
Fountainhead School, Surat IB Co-ed AAA+ learning, motor skill activities associ-
Ma
Navrachana International IB Co-ed AAA+ ated with academics, audio tapes for lis-
l_
School,Vadodara* tening skills, social interaction projects
DAY etc. for effective learning
Ahmedabad International School, IB Co-ed AAAA ta
gi
Ahmedabad
NATIONAL
Di

BOARDING Kutch
e/
Jawahar Navodaya Vidyalaya, CBSE Co-ed AAAA+ Jawahar Navodaya Vidyalaya, CBSE Co-ed AAA
Kheda Roopnagar, Bharuch
.m
Sainik School, Jamnagar CBSE Boys AAAA+ DAY-CUM-BOARDING

/t
Atmiya Vidya Mandir, Kamrej CBSE Boys AAAA SGVP International School, ISC Boys AAAA+
Ahmedabad
:/

Ambe Vidyalaya, Vadodara CBSE Co-ed AAAA
Mehsana
s
MCM Kothari International CBSE Girls AAAA BAPS Swaminarayan Vidyamandir, State Boys AAAA
Vadodara Board
tp
Residential School, Valsad

Sarvanaman Vidya Mandir, CBSE Girls AAAA Vallabh Ashram’s MGM Amin & VN CBSE Co-ed AAAA
ht
Zadeshwar Savani School, Valsad
Jawahar Navodaya Vidyalaya, CBSE Co-ed AAA+ JG International School, ISC Co-ed AAA+
Aliabada Ahmedabad
Jawahar Navodaya Vidyalaya, CBSE Co-ed AAA+ Vrajbhoomi International School, CBSE Co-ed AAA+
Kodinar Mogar
Jawahar Navodaya Vidyalaya, CBSE Co-ed AAA+ Smt. SP Patel Day Boarding School, CBSE Co-ed NR
Lanva Valsad
Jawahar Navodaya Vidyalaya, CBSE Co-ed AAA+ DAY

Rajkot
Delhi Public School, Surat CBSE Co-ed AAAA+
Ratibad, Bharuch Delhi Public School, Vadodara CBSE Co-ed AAAA+
Jawahar Navodaya Vidyalaya, CBSE Co-ed AAA Essar International School, Hazira, CBSE Co-ed AAAA+
Kharedi Surat

DAY
J H Ambani Saraswati Vidya CBSE Girls AAAA+
Mandir, Surat
MADHUMITA ROY CHOWDHURY,
Prakash Senior Secondary School, CBSE Co-ed AAAA+ Dean, Prudence International School, Panvel
Bodakdev
SD Jain Modern School, Surat CBSE Co-ed AAAA+ At the time of admission in Grade 9,
Zydus School for Excellence, ISC Co-ed AAAA+
we have a personal assessment and an
Ahmedabad admission test. Depending on the result
and the future career prospect, the prin-
gz
Agarwal Vidya Vihar, Surat CBSE Girls AAAA
cipal and the career counsellor decide
Amar Jyoti Saraswati International ISC Co-ed AAAA
and suggest suitable subjects for the
Ma
School, Bhavnagar
students to study
l_
Anand Niketan, Ahmedabad ISC Co-ed AAAA
Anand Vidya Vihar School, CBSE Co-ed AAAA
ta
Vadodara DAY Board Type Rating
Anandalaya NDDB Campus, Anand CBSE Co-ed AAAA
gi
Rachana School, Ahmedabad CBSE Co-ed AAAA
Atul Vidyalaya, Atul ISC Co-ed AAAA Shreeyadevi Bhagirath Rathi CBSE Co-ed AAAA
Di
Maheshwari Vidyapeeth, Surat

Delhi Public School, Ahmedabad CBSE Co-ed AAAA
Smt Sandraben Shroff Gnyan Dham CBSE Co-ed AAAA
e/
Delhi Public School, Ambapur CBSE Co-ed AAAA School, Vapi

.m
Delhi Public School, Harni CBSE Co-ed AAAA SN Kansagra School, Rajkot ISC Co-ed AAAA
Eklavya School, Ahmedabad ISC Co-ed AAAA Sri Sri Ravishankar Vidya Mandir, CBSE Co-ed AAAA
/t
Surat
KD Ambani Vidyamandir, Jamnagar CBSE Co-ed AAAA
Udgam School for Children, CBSE Co-ed AAAA
:/
Lalji Mehrotra Lions School, ISC Co-ed AAAA Ahmedabad

Ahmedabad
s
Aditya Birla Public School, CBSE Co-ed AAA+

Kosamba
tp
Maharaja Agrasen Vidyalaya, CBSE Co-ed AAAA

Ahmedabad
Bal Bharati Public School, Jhanor CBSE Co-ed AAA+
ht
Maharani Girls High School, State Girls AAAA

Vadodara Board Billabong High International ISC Co-ed AAA+
School, Vadodara
Manav Kendra Gyan Mandir CBSE Co-ed AAAA
School, Baroda Delhi Public School, Kutch Bhuj CBSE Co-ed AAA+
Metas MCD School of Seventh Day ISC Co-ed AAAA Divine Child School, Amipura CBSE Co-ed AAA+
Adventists, Surat
Hillwoods School, Gandhi Nagar CBSE Co-ed AAA+
Nalanda International School, ISC Co-ed AAAA
Vadodara SGM Shiroiya English School, CBSE Co-ed AAA+
Navsari
Navrachana School, Vadodara CBSE Co-ed AAAA
The Aditya Birla Public School, CBSE Co-ed AAA+
New Era Senior Secondary School, CBSE Co-ed AAAA Kovaya
Vadodara
Vapi Public School, Vapi ISC Co-ed AAA+
Queen of Angels Convent Higher ISC Co-ed AAAA
Secondary School, Bharuch Welspun Vidya Mandir, Anjar CBSE Co-ed AAA+

Bright School, Vadodara CBSE Co-ed AAA Interview

Kendriya Vidyalaya No 4 ONGC, CBSE Co-ed AAA DR. VEENA SHRIVASTAVA,
Principal, Gopi Birla Memorial
Vadodara
School, Mumbai
Navrachana International School, CBSE Co-ed AAA
Vadodara
THINK,
IMAGINE,
SNV International School, Nadiad ISC Co-ed AAA
The Aditya Birla Public School, CBSE Co-ed AAA

Kesrol
ANALYSE
gz
Q. Choice of subjects define the students’ fur-
ther studies. How does your school guide them?
Ma
A. Choosing a career usually comes after choosing
MAHARASHTRA the right subject and course. If students don’t pick
l_
the right course, it would inadvertently affect their
INTERNATIONAL Board Type Rating career choice. GBMS has a team of established
ta
career counsellors to explain to the students the
BOARDING advantages and disadvantages of pursuing both
gi
Mahindra United World College of IB Co-ed AAAAA their interests and aptitudes and give them the clar-
India, Pune ity and understanding to make the right decisions.
To make sure that students have clarity of thought,
Di
D Y Patil International School, IB Co-ed AAAA career counselling starts from grade seven onwards
Nerul and the counsellors are available to the students at
e/
International School Aamby, Pune IB Co-ed AAAA

all times while they are in high school to receive the
right advice.
.m
Symbiosis International School, IB Co-ed AAAA

Pune Q. How has your school used technology to
impart education?
/t
The Cathedral Vidya School, IB Co-ed AAAA A. Technology is human knowledge which involves
Lonavala tools, materials and systems. If technology is well
:/
Edubridge International School, IB Co-ed AAA+ applied, it really benefits the students. Keeping the
Mumbai pace with the latest progress in technology, GBMS
s
uses gadgets like electronic smart boards, desktops,

tp
DAY-CUM-BOARDING laptops, Mobile Learning, television, computer net-

working etc.
Fravashi International Academy, CIE Co-ed AAAA+
ht
Nashik
Indus International School, Pune IB Co-ed AAAA+ training, and how do you go about it?
A. A lot of emphasis is given to in-house training
Mercedes-Benz International IB Co-ed AAAA+ and the other training programmes related to sub-
School, Pune ject enrichment, soft skills and latest trends of the
Vishwashanti Gurukul, Loni IB Co-ed AAAA+ modern education system. Teachers must always be
abreast of the latest trends in the education sector.
Prudence International School, CIE Co-ed AAAA
Panvel Q. How do you foster curiosity and critical
D Y Patil International College, IB Co-ed AAAA A. By patiently listening to them and by encourag-
Pune ing and allowing them to explore their environment
Singapore International School, IB Co-ed AAAA and relate it to previous experience and reasoning.
Mumbai Students should have the freedom to think, imag-
ine, analyse which fosters critical thinking.

DAY
Dhirubhai Ambani International IB Co-ed AAAAA
School, Mumbai
Ecole Mondiale World School, IB Co-ed AAAAA
Mumbai
The Cathedral and John Connon IB/AP Co-ed AAAAA
School**
American School of Bombay, IB Co-ed AAAA+
Mumbai
gz
Oberoi International School, IB Co-ed AAAA+
Mumbai
Ma
Podar International School, IB Co-ed AAAA+
l_
Mumbai
B.D.Somani International School, IB Co-ed AAAA
ta
Mumbai
Tridha, Andheri (E), Mumbai CIE Co-ed NR
gi
BOARDING
Di
Anubhuti International Residential ISC Co-ed AAAA+

School, Jalgaon
e/

Gondia
.m
BK Birla Centre for Education, Pune CBSE Co-ed AAA+

BONDING IS integral to a good learning experience
/t

Ahmednagar
:/

Akkalkuwa, Nandurbar
s
Washim
tp

Aurangabad
Yavatmal
ht
Jawahar Navodaya Vidyalaya, Beed CBSE Co-ed AAA+

New Era High School, Panchgani CBSE Co-ed AAA+
Sahyadri School, Pune ISC Co-ed AAA+
Dindori, Nashik
Navsari Kagal
Jawahar Navodaya Vidyalaya, CBSE Co-ed AAA+ Jawahar Navodaya Vidyalaya, Latur CBSE Co-ed AAA
Pokharapur
Jawahar Navodaya Vidyalaya, CBSE Co-ed AAA+ Palghar, Thane
Ratnagiri
Jawahar Navodaya Vidyalaya, CBSE Co-ed AAA+ Sangli
Shegaon
Jawahar Navodaya Vidyalaya, CBSE Co-ed AAA+ Talodhi, Chandrapur
Wardha

BJB Petit High School, Mumbai CBSE Girls AAAA+
Bombay Scottish School, Mahim ISC Co-ed AAAA+
DAV Public School, Pune CBSE Co-ed AAAA+
Delhi Public School, Pune CBSE Co-ed AAAA+
Don Bosco High School, Matunga, State Boys AAAA+

Mumbai Board
Hiranandani Foundation School, ISC Co-ed AAAA+
Thane
gz
Jamnabai Narsee School, Mumbai ISC Co-ed AAAA+
Ma
Lilavatibai Podar High School, ISC Co-ed AAAA+
Mumbai
l_
Loyola High School, Pune State Boys AAAA+
Board
ta
Nath Valley School, Aurangabad CBSE Co-ed AAAA+
gi
Navy Children School, Navy Nagar, CBSE Co-ed AAAA+
Colaba
Di
Our Lady of Perpetual Succour High State Boys AAAA+

School (OLPS), Chembur, Mumbai Board
e/
Ryan Global School, Mumbai CBSE Co-ed AAAA+

.m
St. Gregorios High School, Mumbai ISC Co-ed AAAA+

/t
St. Mary's School Pune ISC Co-ed AAAA+
St. Mary’s School ICSE, Mazgaon, ISC Boys AAAA+

:/
DAY-CUM-BOARDING Board Type Rating

Mumbai
The Bishop's School, Pune ISC Boys AAAA
s
St. Stanislaus High School, Mumbai State Boys AAAA+

tp
Barnes School, Devlali ISC Co-ed AAA Board
Hon Sharad Pawar Public School, CBSE Co-ed AAA St. Vincent’s School, Pune State Boys AAAA+
ht
Nashik Board
St. Xavier’s High School, Fort, State Boys AAAA+
DAY
Mumbai Board
Campion School Fort, Mumbai CBSE Boys AAAAA
Villa Theresa HighSchool, Peddar CBSE Girls AAAA+
Delhi Public School, Nerul CBSE Co-ed AAAAA Road, Mumbai
Apeejay School, Kharghar CBSE Co-ed AAAA
RN Podar High School, Santacruz CBSE Co-ed AAAAA
Arya Vidya Mandir, Juhu, Mumbai ISC Co-ed AAAA
Smt Sulochanadevi Singhania ISC Co-ed AAAAA
School, Thane Atomic Energy Education Society, CBSE Co-ed AAAA
Apeejay School, Nerul CBSE Co-ed AAAA+ Mumbai
Auxilium Convent High School, State Girls AAAA
Army Public School, Pune CBSE Co-ed AAAA+
Mumbai Board
Bhavan's Bhagwandas Purohit CBSE Co-ed AAAA+ Bhavan's Bhagwandas Purohit CBSE Co-ed AAAA
Vidya Mandir, Nagpur Vidya Mandir, Srikrishna Nagar,
Nagpur

DAY
Birla School, Kalyan CBSE Co-ed AAAA
Centre Point School, Katol Road, CBSE Co-ed AAAA

Nagpur
CNM School, Vile Parle (W), CBSE Co-ed AAAA
Mumbai
Convent Girls High School, State Girls AAAA
Prabhadevi, Mumbai Board ASSIGNMENTS BEYOND classroom help in grooming all round personality
gz
Gundecha Education Academy, ISC Co-ed AAAA
Kandivli DAY Board Type Rating
Ma
Jamnaben Hirachand Ambani CBSE Co-ed AAAA
Chinmaya Vidyalaya, Boisar CBSE Co-ed AAA+
School, Lodhivali
l_
Jasudben ML School, Mumbai ISC Co-ed AAAA DAV Public School, Airoli CBSE Co-ed AAA+
DAV Public School, Nerul CBSE Co-ed AAA+
ta
Loreto Convent School, Chembur, State Girls AAAA
Mumbai Board
DAV Public School, New Panvel CBSE Co-ed AAA+
gi
Matushri Kashiben Vrajlal Valia CBSE Co-ed AAAA
International Vidyalaya, Mumbai Kendriya Vidyalaya IIT Mumbai, CBSE Co-ed AAA+
Powai
Di
Rajhans Vidyalaya, Andheri West CBSE Co-ed AAAA

Kendriya Vidyalaya No 2, Colaba CBSE Co-ed AAA+
e/
St. Mary's ICSE School, ISC Co-ed AAAA

Koparkhairane NL Dalmia High School, Thane ISC Co-ed AAA+
.m
St. Anne’s Girls High School, State Girls AAAA Podar International School, Pimpri ISC Co-ed AAA+
Kalbadevi, Mumbai Board
Ryan International School, Nerul ISC Co-ed AAA+
/t
St. Anne’s School, Pune State Girls AAAA

Board St. Joseph High School, Raigad CBSE Co-ed AAA+
:/
St. Francis D’Assisi High School, State Boys AAAA Welspun Vidya Mandir, Salav, CBSE Co-ed AAA+
Borivali, Mumbai Board Raigad
s
tp
Symbiosis School, Nashik CBSE Co-ed AAAA Hiranandani Foundation School, ISC Co-ed AAA+
Powai, Mumbai
The Bishop's School, Kalyani Nagar ISC Co-ed AAAA
ht
Army Public School, Ahmednagar CBSE Co-ed AAA

The Kalyani School, Pune CBSE Co-ed AAAA
Christ Church School, Byculla ISC Co-ed AAA
Udayachal High School, Vikhroli, State Co-ed AAAA
Mumbai Board Gopi Birla Memorial School, CBSE Co-ed AAA
Malabar Hill, Mumbai
Wisdom High International School, ISC Co-ed AAAA
Nashik Hutchings High School and Junior ISC Co-ed AAA
College, Pune
Air Force School, Viman Nagar CBSE Co-ed AAA+
Kendriya Vidyalaya ONGC, Panvel CBSE Co-ed AAA
Army Public School, Devlali, Nashik CBSE Co-ed AAA+
RBK School, Thane ISC Co-ed AAA
Army Public School, Kirkee CBSE Co-ed AAA+
The Swaminarayan School, Nagpur CBSE Co-ed AAA
Army Public School, Mumbai CBSE Co-ed AAA+
Sacred Heart Boys High School, State Boys NR
Ashoka Universal School, Nashik ISC Co-ed AAA+
Santacruz, Mumbai Board
Centre Point School, Wardhaman CBSE Co-ed AAA+
St. Joseph High, Pashan, Pune State Girls NR
Nagar, Nagpur
Board

Interview
VISHNU SHARMA,
Head of Secondary School,
DIVYA KULSHRESHTA, Mount Litera School International,
Headmistress, Thakur Public School, Mumbai Mumbai
To be a good and effective teacher, one PROMOTING

has to be aware of the latest trends in LIFELONG
the field of education, and for that the
teachers have to change their mindset. LEARNING
gz
In a classroom there are different types Q. As an IB school, what sort of learning experi-
of learners -- auditory, visual and kinaes- ence do you provide?
Ma
A. We believe in holistic learning. We want our stu-
thetic technology caters to all these in a dents to become lifelong learners who have attrib-
l_
very interesting way utes such a being caring, open-minded and reflec-
tive. There are 10 values like these which we try to
ta
imbibe in our students. We try to give that kind of
RAJASTHAN atmosphere where the students develop such kind
gi
of values. We try to cater to the educational needs
INTERNATIONAL Board Type Rating of the group of three to 19 years.
Di
BOARDING Q. How do you involve parents in the education

process?
e/
Mody School, Sikar IB Girls AAAA

A. We have platforms both formal and informal
DAY-CUM-BOARDING which have been created, where we invite parents
.m
to participate. Our school has an open door policy

Sangam School of Excellence, IB Co-ed AAA+ where we are trained to revert to parents’ queries
/t
Bhilwara* within 24 hours. Or if they want to meet a person,

they can approach the school and meet, but this
DAY
has to go through a proper channel and they have
:/
India International School, Jaipur * IB Co-ed AAAA+ to seek an appointment. Also, in an academic year,
we have seven to eight workshops where we invite
s
Neerja Modi School, Jaipur* IB Co-ed AAA+ the parents and brief them about the academic pro-
tp
gramme. And we have seen that these workshops

NATIONAL are quite effective. We also have parents who have
ht
enrolled their children for the first time in IB, so we

BOARDING try to answer all their questions.
Mayo College Girls School, Ajmer ISC Girls AAAAA
Q. Each student has a different learning graph,
Mayo College, Ajmer CBSE Boys AAAA+ how do you handle it?
A. One advantage of IB is that the size of the class
The Sagar School, Alwar CBSE Co-ed AAAA+ is not huge, so the teacher is able to give individual
attention to students. The maximum number of
Birla Balika Vidyapeeth, Pilani CBSE Girls AAAA+ students we can have in a class is 25. This gives
Birla Public School, Pilani CBSE Boys AAAA an opportunity for quality interaction between a
teacher and students. We have an active counselling
Jawahar Navodaya Vidyalaya, CBSE Co-ed AAAA department, where we have two teachers who are
Nagaur experts in special education needs. They help us in
the identification of students who have difficulty in
Jawahar Navodaya Vidyalaya, CBSE Co-ed AAAA learning. We take the technical guidance from them
Paota, Jaipur and develop a system as per the IB and we develop
Mody Institute of Education and CBSE Girls AAAA a process in the school, which helps the student
Research, Laxmangarh understand and learn.

NATIONAL Board Type Rating BOARDING Board Type Rating
BOARDING Jawahar Navodaya Vidyalya, CBSE Co-ed AAA

Rajasmand
Shah Satnam Ji Girls School, CBSE Girls AAAA
Sriganganagar St. Mary's High School, Mount Abu ISC Co-ed AAA
Jawahar Navodaya Vidyalaya, CBSE Co-ed AAA+ DAY-CUM-BOARDING

Baran
L.K. Singhania Education Centre, CBSE Co-ed NR
Jawahar Navodaya Vidyalaya, CBSE Co-ed AAA+ Nagaur
Barmer
Maharani Gayatri Devi Girl's School, CBSE Girls AAAA+
Jawahar Navodaya Vidyalaya, CBSE Co-ed AAA+ Jaipur
Bikaner
gz
Springdales School, Jaipur CBSE Co-ed AAAA+
Chittorgarh Delhi Public School, Jaipur CBSE Co-ed AAAA
Ma
Jawahar Navodaya Vidyalaya, CBSE Co-ed AAA+ Delhi Public School, Udaipur CBSE Co-ed AAAA
l_
Dausa
India International School, Jaipur CBSE Co-ed AAAA
ta
Dholpur Nosegay Public School, CBSE Co-ed AAA+
Jawahar Navodaya Vidyalaya, CBSE Co-ed AAA+ Sriganganagar
gi
Jaswantpura BRJD Public School, Churu CBSE Co-ed AAA
Di
Sanskriti The School, Ajmer CBSE Co-ed AAA

Jojawar
DAY
e/
Jawahar Navodaya Vidyalaya, Kajra CBSE Co-ed AAA+
Jawahar Navodaya Vidyalaya, CBSE Co-ed AAA+ Birla Shishu Vihar ,Pilani CBSE Co-ed AAAA+
.m
Khairthal
Maharaja Sawai Man Singh CBSE Co-ed AAAA+
Jawahar Navodaya Vidyalaya, CBSE Co-ed AAA+ Vidyalaya, Jaipur
/t
Mahiyanwali
Mayoor School, Ajmer CBSE Co-ed AAAA+
:/

Pachpahar Rajmata Krishna Kumari Girls CBSE Girls AAAA+
Public School, Jodhpur
s

tp
Patan Bharatiya Vidya Bhavan's CBSE Co-ed AAAA

Vidyashram, Jaipur
ht
Sitapur Cambridge Court High School, CBSE Co-ed AAAA

Mansarovar
Jawahar Navodaya Vidyalaya, Tonk CBSE Co-ed AAA+
Delhi Public School, Jodhpur CBSE Co-ed AAAA
Churu Jayshree Periwal High School, CBSE Co-ed AAAA
Jaipur
Hanumangarh Maheshwari Public School, Ajmer CBSE Co-ed AAAA
Jawahar Navodaya Vidyalaya, Kota CBSE Co-ed AAA Maheshwari Public School, Jaipur CBSE Boys AAAA
Jawahar Navodaya Vidyalaya, CBSE Co-ed AAA Rukmani Birla Modern High School, CBSE Co-ed AAAA
Sawaimadhopur Jaipur
Jawahar Navodaya Vidyalaya, CBSE Co-ed AAA Sophia Senior Secondary School, CBSE Co-ed AAAA
Sirohi Ajmer
Jawahar Navodaya Vidyalaya, CBSE Co-ed AAA St. Angela Sophia Senior Secondary CBSE Girls AAAA
Udaipur School, Jaipur

St. Paul's Senior Secondary School, CBSE Co-ed AAAA Sophia Senior Secondary School, CBSE Girls AAA+
Kota Bhilwara
St. Xavier’s Senior Secondary CBSE Co-ed AAAA Sophia Senior Secondary School, CBSE Co-ed AAA+
School, Jaipur Bikaner
Step By Step High School, Jaipur CBSE Co-ed AAAA Springfield School, Jaipur ISC Co-ed AAA+
Aditya Birla Schools, Jodhpur CBSE Co-ed AAA+ St. Anselm's Pink City Senior CBSE Co-ed AAA+
Secondary School, Jaipur
Alwar Public School, Alwar CBSE Co-ed AAA+
St. Anselms Senior Secondary CBSE Co-ed AAA+
Army Public School, Jaipur CBSE Co-ed AAA+ School, Mungaska
gz
Army Public School, Kota CBSE Co-ed AAA+ St. Anthony's Senior Secondary CBSE Co-ed AAA+
School, Udaipur
Ma
Bhartiya Public School, Sikar CBSE Girls AAA+
St. Mary's Convent Senior CBSE Girls AAA+
l_
Birla Shiksha Kendra, Chittorgarh CBSE Co-ed AAA+ Secondary School, Ajmer
St. Mary's Convent Senior CBSE Girls AAA+
Brightlands Girls Senior Secondary CBSE Girls AAA+
ta
Secondary School, Udaipur
School, Vaishali Nagar
St. St.ephen's Senior Secondary CBSE Co-ed AAA+
gi
Candlewick Public School, Jaipur CBSE Co-ed AAA+
School, Ajmer
Dundlod Public School, Jhunjhunu CBSE Co-ed AAA+ Swami Ramchander Memorial CBSE Co-ed AAA+
Di
International School,
Hind Zinc School, Chittorgarh CBSE Co-ed AAA+
Hanumangarh
e/
Jaipuria Vidyalaya, Jaipur CBSE Co-ed AAA+ The Sophia Girls Senior Secondary CBSE Girls AAA+
School, Vallabhnagar
.m
Kailash Vidya Vihar, Nimbahera CBSE Co-ed AAA+

Army Public School, Bikaner CBSE Co-ed AAA
Kendriya Vidyalaya, Avikanagar CBSE Co-ed AAA+
/t
Army Public School, Jodhpur CBSE Co-ed AAA

Maharana Mewar Public School, CBSE Co-ed AAA+
:/
Udaipur Emmanuel Mission Senior CBSE Co-ed AAA

Secondary School, Jaipur
Mahaveer Public School, Jaipur CBSE Co-ed AAA+
s
Kendriya Vidyalaya BSF, Anupgarh CBSE Co-ed AAA

tp
Maheshwari Girls Public School, CBSE Girls AAA+

Vidyadhar Nagar Kendriya Vidyalaya No 5, CBSE Co-ed AAA
ht
Mansarovar
Maheshwari Public School, Pratap CBSE Boys AAA+
Nagar, Jaipur Kendriya Vidyalaya, NTPC Anta CBSE Co-ed AAA
Modern School, Talwandi CBSE Co-ed AAA+ MSS Public School, Kishangarh CBSE Co-ed AAA
Saint Anselm’s North City School, CBSE Co-ed AAA+ Saint Patricks School, Jodhpur CBSE Girls AAA
Jhotwara
Sharda Vidya Mandir, Ambabari CBSE Co-ed AAA
Saint Paul's School, Kota CBSE Co-ed AAA+
Saint Paul's School, Jaipur ISC Co-ed NR
Seedling Public School, Jawahar CBSE Co-ed AAA+
Nagar, Jaipur St. Gregorios Senior Secondary CBSE Co-ed NR
Seth Tolaram Bafna Academy, CBSE Co-ed AAA+ School, Khushal Bagh, Udaipur
Bikaner St. Mary's Senior Secondary School, ISC Co-ed NR
Silver Oak School, Alwar CBSE Co-ed AAA+ Sikar

India’s Best Schools R AT I N G S O U T H ZO N E
ANDAMAN & NICOBAR

STATUS QUO
BOARDING The arrival of a slew of new schools with top
Panchawati
DAY
Navy Children School, Port Blair CBSE Co-ed AAAA
Carmel Senior Secondary School, CBSE Co-ed AAA
gz
Port Blair
Government Senior Secondary CBSE Co-ed AAA
Ma
School, Port Blair
l_
Vivekananda Kendra Vidyalaya, CBSE Co-ed AAA
Port Blair
ta
gi
ANDHRA PRADESH
Di

e/
BOARDING
.m
Rishi Valley School, Chittoor ISC Co-ed AAAAA

/t
Sri Sathya Sai Higher Secondary CBSE Co-ed AAAAA

School, Prasanthi Nilayam
:/
Sree Vidyanikethan International CBSE Co-ed AAAA+

School, Tirupati
s

tp
Kiltampalem
ht

Lepakshi DPS, Vijayawada CBSE Co-ed AAAA+
Jawahar Navodaya Vidyalaya, NR CBSE Co-ed AAA+ Accord School, Tirupati CBSE Co-ed AAAA
Palli
Narayana E-Techno School, CBSE Co-ed AAAA
Kurammanapalem, Visakhapatnam
Vennelavalasa
Ramakrishna Mission School, CBSE Boys AAA+
Narottam Nagar
Krishnapuram
Bharatiya Vidya Bhavan, CBSE Co-ed AAA
Tadepalligudem
Kurnool
Sainik School, Korukonda CBSE Co-ed AAA
Veleru SDA Higher secondary school, ISC Co-ed AAA
Jawahar Navodaya Vidyalaya, CBSE Co-ed AAA Nuzvid
Visakhapatnam The Peepal Grove School, Chittoor ISC Co-ed AAA

GETS CHALLENGED
class facilities is adding to the competition in this rich education zone...
VALSALA GOPAKUMAR,
Principal,Chinmaya Vidyalaya,
gz
Taylors Road, Chennai
Ma
It is sad to note that interests and
creativity in life are replaced by coach-
l_
ing classes and clamour for percentile.
School life is the most enjoyable and
ta
memorable period. The basic lessons of
collaboration are picked up at this level.
gi
Peer learning adds more value to the
Di
process of acquiring knowledge. Hence,

it’s important that the tasks given to
e/
students kindle the curiosity to know,

agree and disagree, to think and analyse
.m
/t

:/
Kendriya Vidyalaya No 2, Sri CBSE Co-ed AAA+

Vijayanagar
s
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Kendriya Vidyalaya, Gooty RS CBSE Co-ed AAA+

GROUP DISCUSSIONS make learning an interactive experience for students
Kendriya Vidyalaya, Kurnool CBSE Co-ed AAA+
ht
N. St. Mathew’s Public School, CBSE Co-ed AAA+

DAY Board Type Rating Vijayawada
Kendriya Vidyalaya No 1, Sri CBSE Co-ed AAAA Shri Chaitanya Techno School, CBSE Co-ed AAA+
Vijayanagar Tirupati
Navy Children School, CBSE Co-ed AAAA Space Central School, Sriharikota CBSE Co-ed AAA+
Visakhapatnam
Timpany School, Asilmetta ISC Co-ed AAA+
Tripura English Medium School, CBSE Co-ed AAAA
Rajahmundry VPS Public School, Vijayawada CBSE Co-ed AAA+
Aditya Birla Public School, Kurnool CBSE Co-ed AAA+ Kendriya Vidyalaya NAD, CBSE Co-ed AAA
Visakhapatnam
DPS, Visakhapatnam CBSE Co-ed AAA+
Kendriya Vidyalaya, Srikakulam CBSE Co-ed AAA
Kendriya Vidyalaya No 2, CBSE Co-ed AAA+
Nausenabaugh Kendriya Vidyalaya, Steel Plant CBSE Co-ed AAA

KARNATAKA
Stonehill International School, IB Co-ed AAAA+

INTERNATIONAL Board Type Rating Bangalore
BOARDING NATIONAL
Jain International Residential IB/ Co-ed AAAA+ BOARDING

School, Bangalore* CBSE
Jawahar Navodaya Vidyalaya, CBSE Co-ed AAAA+
Sarala Birla Academy, IB/ISC Boys AAAA+ Balehonnur
Bannerghatta, Bangalore**
Christ Junior College - Residential, IB Boys AAAA Chara Hebri
Bangalore
gz
Oakridge International School, IB Co-ed AAAA Panchavati
Bangalore
Ma
DAY-CUM-BOARDING Tumkur
l_
Indus International School, IB Co-ed AAAA+ Jawahar Navodaya Vidyalaya, CBSE Co-ed AAAA
Bangalore Bagalur, Bangalore Urban
Canadian International School, IB Co-ed AAAA

Dharwad ta
gi
Bangalore
Greenwood High, Bangalore IB Co-ed AAAA Jawahar Navodaya Vidyalaya, CBSE Co-ed AAAA
Di
Gajanur
The International School, IB Co-ed AAAA
Bangalore
e/
Hondarabala
Trio World Academy, Bangalore CIE Co-ed AAAA
.m
Bangalore International School, IB Co-ed AAA+ Kuknoor

Bangalore Jawahar Navodaya Vidyalaya, CBSE Co-ed AAAA
/t
Candor International School, IB Co-ed AAA+ Mavinakere, Hassan

Bangalore
:/
Rashtriya Military School, CBSE Boys AAAA

Bangalore
s
tp
ht
SATYASREE GUPTA, LT. GENERAL ARJUN RAY

Academic Coordinator, Sri Chaitanya Group PVSM, VSM (Retd.),
of Schools, Hyderabad CEO, Indus Trust
Technology has always been there in the The Indian education system is in the
world. Rubbing of two stones to ignite need for immediate reorganisation. Our
fire was a technology. Invention of paper current system focuses on memoriza-
and ball pen was also a technology. In tion, rote learning and passing examina-
modern times, technology has entered in tions. It is not encouraging our kids to
almost every field and education system become creative, innovative and to think
is no exception critically and solve problems practically

Amber Valley Residential School, ISC Co-ed AAAA Column

Chikmagalur
VEENA SAHANI,
BGS International Residential CBSE Co-ed AAA+ Principal,Army Public School,
School, Bangalore K. Kamraj Road, Bangalore

Belgaum PROVIDING
Jawahar Navodaya Vidyalaya, CBSE Co-ed AAA+ THE SPACE TO
Bellary
GROW
AND
gz
Bijapur
LEARN
Ma
Chikkaballapura
l_
Chitradurga
A t Army Public School, Bangalore,
we have a special learning lab, which
ta
is suitably designed keeping in view of
Kodagu
the needs of the gifted children. We have
gi
Jawahar Navodaya Vidyalaya, CBSE Co-ed AAA+ acupressure equipment, mind games and
Mandya puzzles kept in our classrooms for such
students. The school has appointed three
Di
Jawahar Navodaya Vidyalaya, CBSE Co-ed AAA+ special educators. These educators with
Yadgiri the help of the teachers identify the slow
e/
Jawahar Navodaya Vidyalaya, CBSE Co-ed AAA learners and then the parents are chan-
Doddaballapur nelised to get the diagnostic tests done for
.m
their ward. The learning difficulty once

Rashtriya Military School, Belgaum CBSE Boys AAA diagnosed then is followed by assistance
/t
given to such students.

Sainik School, Bijapur CBSE Boys AAA
The learning difficulty can be in math-
:/
Jawahar Navodaya Vidyalaya, CBSE Co-ed NR

Narayanpur, Bidar ematics, spellings, conceptual or memory
related. Once the shortcomings are discov-
s
DAY-CUM-BOARDING ered, these students are taken from regular

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classes and then given remedial lessons

Ebenezer International School, ISC Co-ed AAAA+
throughout the year. For such students,
Bangalore
ht
question papers too are also set separately.

The Valley School, Bangalore ISC Co-ed AAAA+ Once the students reaches classes 9 or 10,
their registration is done with NIOS. We
Little Rock Indian School, CBSE Co-ed AAAA have taken all these steps and the efforts
Brahmavar have been really fruitful. These students
Bishop Cotton Boys School, ISC Boys AAAA perform really well within the brackets of
Bangalore the inclusive school.
Bishop Cotton Girls School, ISC Girls AAAA This entire exercise is to include slow
Bangalore learners in the mainstream of schooling
education so that they can participate in
Karaumbiah's Academy for ISC Co-ed NR
various activities like music, dance, art,
Learning and Sports, South Coorg
craft, and even the school band, without
Mysore Public School, Mysore ISC Co-ed NR being isolated on being low-grade per-
formers in academics.
Phoenix Public Residential School, ISC Co-ed NR
Belgaum

DAY
HAL Public School Vimanapura CBSE Co-ed AAAAA
FR. VARGHESE KACHAPPILLY CMI
National Public School, Indira CBSE Co-ed AAAAA Principal, Rajagiri Public School,
Kalamassery, Kerala
Nagar
National Public School, CBSE Co-ed AAAAA
Koramangala All the classrooms in our school are
Mallya Aditi International School, ISC Co-ed AAAAA equipped with smart boards. The teach-
Bangalore ers prepare and upload the vodcast/vid-
cast and presentations in the Knowledge
gz
Vidya Niketan School, Hebbal ISC Co-ed AAAAA
Center Database and access it on the
CMR National Public School, CBSE Co-ed AAAA+
Ma
Bangalore smart board for teaching various topics.
The teacher’s café with round the clock
l_
Delhi Public School, Bangalore CBSE Co-ed AAAA+
North internet facility helps the teachers to
prepare the vodcast, question papers,
ta
Delhi Public School, Bangalore CBSE Co-ed AAAA+
South and many other things. The student café
is used for doing project work and carry
gi
National Academy for Learning, CBSE Co-ed AAAA+
Bangalore out research
Di
National Public School, Rajajinagar CBSE Co-ed AAAA+

e/
Royale Concorde International CBSE Co-ed AAAA+ DAY Board Type Rating
School, Bangalore
The Forbes Academy School, CBSE Co-ed AAAA
.m
Sri Kumaran Children Home, CBSE Co-ed AAAA+ Belgaum

Bangalore
/t
Bethany High School, Bangalore ISC Co-ed AAAA

Christ Academy ICSE School, ISC Co-ed AAAA+
Bangalore Clarence High School, Bangalore ISC Co-ed AAAA
:/
St. Joseph's Boys High School, ISC Co-ed AAAA+ Sophia High School, Bangalore ISC Girls AAAA
Bangalore
s
St. Paul's English School, Bangalore ISC Co-ed AAAA

tp
Army Public School, Kamaraj Road, CBSE Co-ed AAAA

Bangalore St. Vincent Pallotti School, ISC Co-ed AAAA
ht
DAV Public School, Wadi CBSE Co-ed AAAA Bangalore

Air Force School ASTE, CBSE Co-ed AAA+
Kendriya Vidyalaya, AFS Bidar CBSE Co-ed AAAA
Murugeshpalya
Kendriya Vidyalaya, IISc, Bangalore CBSE Co-ed AAAA Air Force School, Hebbal, Bangalore CBSE Co-ed AAA+
Kendriya Vidyalaya, Malleswaram CBSE Co-ed AAAA Army Public School ASC C and C, CBSE Co-ed AAA+
Agram
Lourdes Central School, Bijai CBSE Co-ed AAAA
Army Public School, JC Nagar, CBSE Co-ed AAA+
Navkis Educational Centre Gokula, CBSE Co-ed AAAA Bangalore
Bangalore
Atomic Energy Central School, CBSE Co-ed AAA+
Sindhi High School, Hebbal CBSE Co-ed AAAA Yelwala
Srivani Education Centre, CBSE Co-ed AAAA Basaveshwar International Public CBSE Co-ed AAA+
Bangalore School, Bagalkot
The Brigade School, Mahadevapura CBSE Co-ed AAAA Kendriya Vidyalaya No 1, Hubli CBSE Co-ed AAA+

Kendriya Vidyalaya No 1, CBSE Co-ed AAA+ Cluny Convent High School, ISC Girls NR
Panambur Bangalore
Kendriya Vidyalaya No 2, AFS CBSE Co-ed AAA+ Kendriya Vidyalaya, AFS Sambra , CBSE Co-ed NR
Jalahalli Belgaum
Kendriya Vidyalaya No 2, CBSE Co-ed AAA+ Kendriya Vidyalaya, Donimalai, CBSE Co-ed NR
Mangalore Bellary
Kendriya Vidyalaya Tumkur, CBSE Co-ed AAA+ Kendriya Vidyalaya, N A L CBSE Co-ed NR
Amalapura Vimanpura, Bangalore
Kendriya Vidyalaya, Bellary CBSE Co-ed AAA+ Vidyaniketan Public School, Ullal , CBSE Co-ed NR
gz
Bangalore
Kendriya Vidyalaya, C V Raman CBSE Co-ed AAA+
Nagar
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Kendriya Vidyalaya, Dharwad CBSE Co-ed AAA+
l_
KERALA
Kendriya Vidyalaya, Hassan CBSE Co-ed AAA+
ta
Kendriya Vidyalaya, Siddartha CBSE Co-ed AAA+
Nagar, Mysore INTERNATIONAL Board Type Rating
gi
Kensri School, Mariyanna Palya CBSE Co-ed AAA+ DAY-CUM-BOARDING
Di
Nagarjuna Vidyaniketan, Yelehanka CBSE Co-ed AAA+ Trivandrum International School, IB Co-ed AAAA+
Trivandrum**
National Hill View Public School, CBSE Co-ed AAA+
e/
Banashankari Dawn International School, Kochi CIE Co-ed AAA+
The Oxford Senior Secondary CBSE Co-ed AAA+

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Global Public School, Thiruvaniyoor, CIE Co-ed NR

School, Bangalore Kochi *
/t
Vagdevi Vilas School, Bangalore CBSE Co-ed AAA+ DAY

Venkat International Public School, CBSE Co-ed AAA+ Sadhbhavana World School, CIE Co-ed AAA+
:/
Rajajinagar Kozhikode
Inventure Academy, Bangalore ISC Co-ed AAA+
s
NATIONAL
tp
Ryan International School, ISC Co-ed AAA+ BOARDING

Bannerghatta
ht

The Frank Anthony Public School, ISC Co-ed AAA+ Calicut
Kolkata
The Oxford English High School, ISC Co-ed AAA+ Chendayad
Bangalore
Aditya Birla Public School, Gulbarga CBSE Co-ed AAA Neriamangalam
Kendriya Vidyalaya No 2, Hubali CBSE Co-ed AAA Jawahar Navodaya Vidyalaya, CBSE Co-ed AAAA
Chennithala
Kendriya Vidyalaya, Hebbal CBSE Co-ed AAA
Kendriya Vidyalaya, Hospet CBSE Co-ed AAA Kerala
Shishya BEML Public School, CBSE Co-ed AAA Jawahar Navodaya Vidyalaya, CBSE Co-ed AAAA
Bangalore Kulamavu
St. John's High School, Bangalore ISC Co-ed AAA St. Thomas Central School, CBSE Co-ed AAAA
Thiruvananthapuram

NATIONAL Board Type Rating DAY-CUM-BOARDING Board Type Rating
BOARDING Holy Angels' ISC School, ISC Girls AAAA

Trivandrum
Ebenezer International Residential CBSE Co-ed AAA+
School and Junior College, Marygiri English Medium School, CBSE Co-ed AAAA
Kottayam Kannur
Jai Rani Public School, Thodupuzha CBSE Co-ed AAA+ Mother India International CBSE Co-ed AAAA
Residential Public School, Attingal
Saraswathi Vidyanikethan Public CBSE Co-ed AAAA
Kasaragod
School, Elamakkara
St. Johns Residential School, ISC Co-ed AAAA
Kottayam
gz
Kundara
St. Mary's Residential Central CBSE Co-ed AAAA
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Malampuzha
School, Thiruvananthapuram
St. Mary's Residential Public CBSE Co-ed AAAA
l_
Malappuram
School, Thiruvalla
Jawahar Public School, CBSE Co-ed AAA+
ta
St. Thomas Residential School, ISC Co-ed AAAA
Thiruvananthapuram
Thiruvananthapuram
Mar Thoma Residential School, ISC Co-ed AAA+
gi
The Choice School, Ernakulam CBSE Co-ed AAAA
Thiruvalla
Trinity Lyceum, Kollam ISC Co-ed AAAA
Di
Sabarigiri Residential School, CBSE Co-ed AAA+

Anchal
Vijayagiri Public School, Chalakudi CBSE Co-ed AAAA
e/
Sabarigiri Senior Secondary School, CBSE Co-ed AAA+

Punalur, Kollam Alphonsa English Medium School, CBSE Co-ed AAA+
Thamarassery
.m
Sainik School, Kazhakootam CBSE Boys AAA+

Ansar English School Perumpilavu, CBSE Co-ed AAA+
/t
St. Mary's Residential Central CBSE Co-ed AAA+ Thrissur

School, Alappuzha
Believers Church Residential CBSE Co-ed AAA+
:/
Jamia Hassania Public School, CBSE Co-ed AAA School, Kuttapuzh

Vazhakkulam
Bishop Moore Vidyapith, ISC Co-ed AAA+
s
Jawahar Navodaya Vidyalaya, CBSE Co-ed AAA Mavelikara

tp
Mayannur
BMM English Medium Senior CBSE Co-ed AAA+
Jawahar Navodaya Vidyalaya, CBSE Co-ed AAA Secondary School, Pothenpuram
ht
Vechuchira
TKM Centenary Public School, CBSE Co-ed AAA
Karicode
DAY-CUM-BOARDING
Chavara Public School, Kottayam CBSE Co-ed AAAA+
BROTHER JOSEPH M JOSEPH,
Choice School, Cochin CBSE Co-ed AAAA+ Principal, St.Patrick’s Academy, Ernakulum
CMI Public School, Chalakudy CBSE Co-ed AAAA+ I think detention policy is a positive step
in school education. If No-Detention
Kuriakose Elias School, Kottayam ISC Co-ed AAAA+
Policy continued, when a student moves
Pallikoodam, Kottayam ISC Co-ed AAAA+ to the next level of learning, he/she will
Greenvalley Public School, CBSE Co-ed AAAA find it more pressurised and this will
Kothamangalam lead to incompetency

Citadel Residential School, CBSE Co-ed AAA+ Column

Pathanamthitta
LAKSHMI RAMACHANDRAN,
Dayapuram Residential School, NIT CBSE Co-ed AAA+ Mentor,Global Public School, Kochi
Campus, Kozhikode
De Paul Public School, Kalpetta CBSE Co-ed AAA+
AN ENVIRONMENT
Mannam Memorial Residential
Public School, Valathungal
CBSE Co-ed AAA+
FOR A HOLISTIC
Mathews Mar Athanasius
Residential Central School,
ISC Co-ed AAA+ DEVELOPMENT
gz
G
Chengannur
lobal Public School actively seeks to ensure
St John The Baptist's CBSE School CBSE Co-ed AAA+ that it is at the forefront of innovations in
Ma
and Junior College, Kottayam teaching and adapting of new technologies for use
in the classroom. This is reflected in the adopting
l_
Al Farook senior secondary school, CBSE Co-ed AAA
Kozhikode of a campus-wide ERP system which supports all
aspects of student-centric administration needs.
ta
"Alphonsa Residential School, ISC Co-ed AAA Ours was the first school in Kerala to be a part
Bharananganam of the Google for Education initiative and has
gi
hosted the only Google Education Group chapter
Bethany Academy, Vennikulam ISC Co-ed AAA
in Kochi. The N Computing technology has found
wide acceptance in the student labs. Collabora-
Di
Chavara International School, ISC Co-ed AAA

Amanakara tive learning is encouraged through the imple-
mentation of Google Drive and Google Classroom.
e/
Infant Jesus Anglo Indian Higher ISC Boys AAA Communication systems like SMS, email, website,
Secondary School, Tangasseri Facebook and Twitter have been implemented
.m
Mar Baselios Public School, CBSE Co-ed AAA across the board.
Kottayam
/t
The school focuses on being environmentally

MES International School, CBSE Co-ed AAA friendly and has invested in a major way in eco-
Pattambi friendly technologies - sewage treatment plant,
:/
MGM Residential Public School, CBSE Co-ed AAA solar panels and biogas facilities.
Kollam
s
Helping the community

tp
Montfort School, Anakkara CBSE Co-ed AAA The school is very focused on its social responsi-
bilities and has been providing tuition fee waiver
Seventh Day Adventist Higher ISC Co-ed AAA
ht
to deserving students every year. Since the school’s

Secondary School, Kochi inception, community involvement and citizenship
St. Philomenas Public School and CBSE Co-ed AAA are a priority focus of our curriculum. The recent
Junior College, Elanji floods that ravaged many parts of Kerala brought
out the best in every “Gypsite” and their generous
The Indian Public School, Kakkanad ISC Co-ed AAA hearts and helping hands offered succour and safety
to those affected.
The Village International School, CBSE Co-ed AAA
Kumaramangalam
Our day boarding programme gives all students
Viswadeepthi CMI Public School, CBSE Co-ed AAA both the time and opportunity to pursue their crea-
Adimali tive and sporting interests without compromising
on their academic pursuits. Thus year after year, the
Vyasa Vidya Peethom, Palghat CBSE Co-ed AAA
school turns out confident, competent and talented
Wadirahma English School, CBSE Co-ed AAA youngsters ready to take on the challenges of higher
Kodiyatur education with aplomb and poise.
St. Peter’s Senior Secondary CBSE Co-ed NR

School, Kochi

DAY Bhavan's Vidya Mandir, Thrissur CBSE Co-ed AAAA
Loyola School, ISC Boys AAAAA Chinmaya Vidyalaya, Kolazhy CBSE Co-ed AAAA
Thiruvananthapuram
Christ Nagar Higher Secondary ISC Co-ed AAAA
St. Antony's Public School, CBSE Co-ed AAAAA School, Thiruvananthapuram
Kanjirappally
GVHSS for Girls, Nadakkavu, CBSE Girls AAAA
Bhavan's Varuna Vidyalaya, CBSE Co-ed AAAA+ Kozhikode
Thrikkakara
Kendriya Vidyalaya, Kanjikode CBSE Co-ed AAAA
Christava Mahilayalam Public CBSE Girls AAAA+
School, Thottumughom Kendriya Vidyalaya, Malappuram CBSE Co-ed AAAA
gz
Kendriya Vidyalaya, Pattom CBSE Co-ed AAAA+ Kendriya Vidyalaya, Ottapalam CBSE Co-ed AAAA
Ma
Lourdes Public School and Junior CBSE Co-ed AAAA+ Kendriya Vidyalaya, Payyanur CBSE Co-ed AAAA
College, Kottayam
l_
Kendriya Vidyalaya, Puranattukara CBSE Co-ed AAAA
Placid Vidya Vihar Senior CBSE Co-ed AAAA+
Secondary School, Changanassery L' ecole Chempaka, ISC Co-ed AAAA
Rajagiri Public School, Kalamassery CBSE Co-ed AAAA+
ta
Thiruvananthapuram
gi
Little Flower Public School and CBSE Co-ed AAAA
Sacred Heart CMI Public School, CBSE Co-ed AAAA+
Junior College, Pathanamthitta
Thevara
Di
Little Flower Public School, Thrissur CBSE Co-ed AAAA

Silver Hills Public School, Paroppadi CBSE Co-ed AAAA+
Marion Villa Convent ICSE School, ISC Co-ed AAAA
e/
Sreepuram English Medium High ISC Co-ed AAAA+

Thiruvananthapuram
School and Junior College, Kannur
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Matha Nagar Public School, Kochi ISC Co-ed AAAA

St. Patrick's Academy, Ernakulam ISC Co-ed AAAA+
Matha Senior Secondary School, CBSE Co-ed AAAA
/t
St. Peters Senior Secondary School, CBSE Co-ed AAAA+

Alappuzha
Kadayiruppu
MES College of Engineering CBSE Co-ed AAAA
:/
St. Thomas Public School, CBSE Co-ed AAAA+

Campus School, Kuttippuram
Muvattupuzha
s
MES Udyogamandal School, Kochi ISC Co-ed AAAA

The Unique Academy, Perundurai ISC Co-ed AAAA+
tp
Mount Mary Public School, CBSE Co-ed AAAA

Vidyodaya School, Ernakulam CBSE Co-ed AAAA+
Kottayam
ht
Airport School, Calicut CBSE Co-ed AAAA Navy Children School, Kochi CBSE Co-ed AAAA
Amrita Vidyalayam, Kuthuparamba CBSE Co-ed AAAA Nirmala Public School, CBSE Co-ed AAAA
Muvattupuzha
Amrita Vidyalayam, Palakkad CBSE Co-ed AAAA
Nirmalamatha Central School, CBSE Co-ed AAAA
Aravinda Vidya Mandiram, CBSE Co-ed AAAA Thrissur
Pallickathodu
Palghat Lions School, Koppam CBSE Co-ed AAAA
Arya Central School, CBSE Co-ed AAAA
Thiruvananthapuram Rajashree S.M. Memorial School, CBSE Co-ed AAAA
East Kadungallur, Aluva
Auxilium Nava Jyoti School, ISC Co-ed AAAA
Kunnamangalam Sacred Heart Public School, CBSE Co-ed AAAA
Changanacherry
Bharatiya Vidya Bhavan's Vidya CBSE Co-ed AAAA
Mandir, Irinjalakuda Sacred Heart Public School, ISC Co-ed AAAA
Kottayam
Bhavan's Vidya Mandir, Eroor CBSE Co-ed AAAA

DAY Board Type Rating Interview
Sanjos Metropolitan School, CBSE Co-ed AAAA SRIDHAR CHINTAPATLA,
Dean, Administration
Thalassery
Candor Intl School, Bangalore
Sarvodaya Central Vidyalaya, CBSE Co-ed AAAA
Thiruvananthapuram DELIVERING
Sarvodaya Vidyalaya, Nalanchira ISC Co-ed AAAA EDUCATION
SDA Residential English High ISC Co-ed AAAA IN HI-TECH
School, Pathanamthitta
METHOD
SDV English Medium Higher CBSE Co-ed AAAA
Secondary School, Alappuzha
Q. How has your school used technology to
gz
Seventh Day Adventist Higher ISC Co-ed AAAA impart education?
Secondary School, Thrissur A. We have Apple TVs installed in the classrooms.
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SFS Public School and Junior CBSE Co-ed AAAA Teachers at Candor impart lessons using an iPad.
Students of Grade 7 and beyond mandatorily need
l_
College, Ettumanoor
to have an iPad or laptop and bring it to class. All the
Sivagiri Vidyaniketan Senior CBSE Co-ed AAAA devices are inter-connected, making for a seamless
ta
Secondary School, Aluva teaching and learning experience.
The only negative impact that comes out of high use
Sobhana Public School, Ernakulam CBSE Co-ed AAAA
gi
of technology is the misuse of it. We have firewalls
Spring Valley School, Kozhikode CBSE Co-ed AAAA in place to limit the access of the Internet, to safe-
guard privacy, and to prevent any mishaps.
Di
Sree Narayana Public School, CBSE Co-ed AAAA

Kollam Q. How can school education be made more
e/
interactive than the regular teaching mode?

Sri Atmananda Memorial School, ISC Co-ed AAAA
A. The use of technology in learning and teaching
Malakkara
.m
makes education highly interactive. From using the

St. John's Central School, Anchal CBSE Co-ed AAAA Internet and inter-connected devices to leveraging
/t
digital platforms such as mobile apps and social

St. Mary's English Medium School, ISC Co-ed AAAA media in India and elsewhere, we are seeing a rapid
Kozhikode transformation in how teachers are teaching stu-
:/
St. Paul's International School, CBSE Co-ed AAAA dents and how the latter go about acquiring knowl-
Ernakulam edge and skills. Homework is no longer a work
s
in isolation; it has become a group activity where

tp
Viswajyothi CMI Public School, CBSE Co-ed AAAA teachers, students, parents and the internet work
Ernakulam together to complete assignments. All this naturally
ht
leads to higher levels of interaction between all

Bharatiya Vidya Bhavan, Kannur CBSE Co-ed AAA+
stakeholders within the field of education.
Bhartiya Vidya Bhavan School, CBSE Co-ed AAA+
Chevayur Q. Any unique features/programmes of your
school you would like to discuss…
Bhavan's Adarsha Vidyalaya, CBSE Co-ed AAA+ A. We are India’s first certified green school. Our
Kakkanad campus is environment-friendly with flora and
Bhavan's Newsprint CBSE Co-ed AAA+ fauna. We help students learn how to coexist with
Vidyalaya,Velloor nature and her beautiful creations. At Candor, we
have several clubs that operate for better learning
Bhavan's Vidya Mandir, CBSE Co-ed AAA+ of our students; our entrepreneurship club is a big
Elamakkara hit with students since they get to learn and sharpen
Bhavan's Vidya Mandir, Girinagar CBSE Co-ed AAA+ real-life business skills and get early exposure to
compassionate form of capitalism. Also, Candor
Bhavan's Vidyashram, Chelembra CBSE Co-ed AAA+ was the first school to introduce age-appropriate,
STEM-based learning, wherein students gain the
Carmel International School, ISC Co-ed AAA+ ability to integrate and apply concepts from sci-
Alappuzha ence, technology, engineering and mathematics.

DAY
Carmel Public School, Vazhakulam CBSE Co-ed AAA+
Carmel School, Kallipadam CBSE Co-ed AAA+ ASHISH EMANUEL,

Director AE Group (Winmore Academy)
Chinmaya Vidyalaya, Palakkad CBSE Co-ed AAA+
Imparting quality education to every
Chinmaya Vidyalaya, Pallavur CBSE Co-ed AAA+
student, coupled with inculcating the
Chinmaya Vidyalaya, Pallavur CBSE Co-ed AAA+ element of curiosity about the knowl-
Chinmaya Vidyalaya, CBSE Co-ed AAA+
edge being imparted is a crucial tool for
gz
Thazhathangady understanding the world around us
Chinmaya Vidyalaya, Tripunithura CBSE Co-ed AAA+
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Chinmaya Vidyalaya, Vaduthala CBSE Co-ed AAA+
l_
Kendriya Vidyalaya, Ernakulam CBSE Co-ed AAA+
Christ Nagar Senior Secondary CBSE Co-ed AAA+
School, Thiruvallom
ta
Kendriya Vidyalaya, Kalpetta CBSE Co-ed AAA+
Cochin Refineries School, CBSE Co-ed AAA+
Kendriya Vidyalaya, Keltron Nagar CBSE Co-ed AAA+
gi
Ambalamukal
Devamatha CMI Public School, CBSE Co-ed AAA+ Kendriya Vidyalaya, Kottayam CBSE Co-ed AAA+
Di
Thrissur
Kendriya Vidyalaya, NAD, Aluva CBSE Co-ed AAA+
Excelsior English School, Kottayam CBSE Co-ed AAA+
e/
Sreyas Public School, Kottayam CBSE Co-ed AAA+

Fatima Central School, Piravom CBSE Co-ed AAA+
St. Ann's Public School, Cherthala ISC Co-ed AAA+
.m
Georgian Public School, Alappuzha CBSE Co-ed AAA+

St. Dominic's Convent English CBSE Co-ed AAA+
/t
Girideepam Bethany Central CBSE Co-ed AAA+ Medium School, Sreekrishnapuram

School, Kottayam
St. Joseph Public School, ISC Co-ed AAA+
:/
Good Shepherd EM School, ISC Co-ed AAA+ Pattanakkad

Kurianoor
St. Joseph's Public School, CBSE Co-ed AAA+
s
Good Shepherd Public School and CBSE Co-ed AAA+ Kunnumbhagam

tp
Junior College, Changanassery

St. Mary's Public School, CBSE Co-ed AAA+
ht
Greets Public School, Ernakulam CBSE Co-ed AAA+ Kizhakambalam, Alwaye
Gregorian Public School, Ernakulam CBSE Co-ed AAA+ The Greenhills Public School, CBSE Co-ed AAA+
Moolankave
Hari Sri Vidya Nidhi School, ISC Co-ed AAA+
The Warwin School, Vaikom CBSE Co-ed AAA+
Thrissur
Toc H Public School, Kochi CBSE Co-ed AAA+
Hillblooms School, Mananthavady CBSE Co-ed AAA+
Ursuline Senior Secondary School, CBSE Girls AAA+
Holy Angels Model School, CBSE Co-ed AAA+ Payyambalam
Pathanamthitta
Vidyadhiraja Vidyabhavan Senior CBSE Co-ed AAA+
Holy Angels School, CBSE Co-ed AAA+ Secondary School, Angamaly
Thiruvananthapuram
Vimala Public School, Thodupuzha CBSE Co-ed AAA+
Holy Cross Vidya Sadan, Thellakom CBSE Co-ed AAA+
Vimalabika Public School, Pampady CBSE Co-ed AAA+
Kendriya Vidyalaya No 1, CBSE Co-ed AAA+
Kozhikode Vimalagiri Public School, CBSE Co-ed AAA+
Kothamangalam
Kendriya Vidyalaya No 2, Calicut CBSE Co-ed AAA+
VV Niketan Central School, Thrissur CBSE Co-ed AAA+

DAY-CUM-BOARDING
Aditya Vidyashram Residential CBSE Co-ed AAA+
School, Puducherry
DAY
Amalorpavam Higher Secondary CBSE Co-ed AAAA+
School, Puducherry
Kendriya Vidyalaya No 2, CBSE Co-ed AAAA
Puducherry
St. Patrick Matriculation Higher State Co-ed AAAA
Secondary School, Puducherry Board
gz
Achariya Siksha Mandir, CBSE Co-ed AAA+
Puducherry
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Amrita Vidyalayam, Puducherry CBSE Co-ed AAA+
l_
Kendriya Vidyalaya No 1, JIPMER CBSE Co-ed AAA+
Campus, Puducherry
ta
The Study School, Puducherry CBSE Co-ed NR
gi
SPORTS PLAYS a crucial role in leadership development among students
Di
TAMIL NADU
e/

.m
BOARDING
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MINOO AGGARWAL, Chinmaya International Residential IB Co-ed AAAA+

Principal, DAV Public School, Chennai School, Coimbatore*
:/
Good Shepherd International IB Co-ed AAAA+

In order to teach values and life skills in School, The Nilgiris**
our students, we have taken a number of
s
Lalaji Memorial Omega IB Co-ed AAAA

steps and implemented ideas so that our
tp
International School
students have a holistic education. We HUS International, Chennai IB Co-ed AAA+
ht
have used innovative practices and used

The Blue Mountains School, Ooty CIE Co-ed AAA+
display boards in the classroom to teach **
our students skills and values
The Indian Public School, IB Co-ed AAA+
Coimbatore
PUDUCHERRY DAY-CUM-BOARDING
CPS Global School, Chennai IB Co-ed AAA+
Hebron School, Ooty CIE Co-ed AAA+
BOARDING
Kodaikanal International School, IB Co-ed AAA+
Kodaikanal
Mahe
Manchester International School, CIE Co-ed AAA+
Coimbatore*
Puducherry
The GeeKay World School, Ranipet CIE AAA+
*

DAY
M.Ct.M.Chidambaram Chettyar IB Co-ed AAAA

International School, Chennai
NATIONAL
BOARDING
Chinmaya International Residential CBSE Co-ed AAAAA

School, Coimbatore
Good Shepherd International ISC Co-ed AAAA+
gz
School, Ootacamund
Isha Home School, Coimbatore ISC Co-ed AAAA+
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St. Jude's Public School and Junior ISC Co-ed AAAA+
l_
College, Kotagiri
FIELD VISITS help students to know about living in harmony with nature
Montfort Anglo Indian Higher State Co-ed AAAA
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Secondary School, Yercaud Board
The Lawrence School, Lovedale CBSE Co-ed AAAA
gi
Modern Senior Secondary School, CBSE Co-ed AAAAA
Maharishi International Residential CBSE Co-ed AAA+
Nanganallur
Di
School, Sriperumbudur
PS Senior Secondary School, CBSE Co-ed AAAAA
St. John’s International Residential CBSE Co-ed AAA+
e/
Mylapore
School, Palanjur
Shishya School, Chennai ISC Co-ed AAAAA
Sainik School, Amaravathinagar CBSE Boys AAA
.m
DAY-CUM-BOARDING The Hindu Senior Secondary CBSE Co-ed AAAAA

School, Indira Nagar
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JR Cambridge School, Salem ISC Co-ed AAAA+ Bala Vidya Mandir Senior CBSE Co-ed AAAA+
:/
Secondary School, Adyar

Kodaikanal Public School, ISC Co-ed AAA
Kodaikanal Bharathi Vidyalaya Senior CBSE Co-ed AAAA+
s
Secondary School, Perumbakkam

Chennai Public School, CBSE Co-ed NR
tp
Thirumazhisai, Chennai Chettinad Vidyashram, Chennai CBSE Co-ed AAAA+

ht
DAY Chinmaya Vidyalaya, Anna Nagar, CBSE Co-ed AAAA+

Chennai
Chettinad Hari Shree Vidyalayam, ISC Co-ed AAAAA
Chennai Chinmaya Vidyalaya, Kilpauk CBSE Co-ed AAAA+
D A V Senior Secondary School CBSE Co-ed AAAAA DAV Public School, Velachery CBSE Co-ed AAAA+
(Boys), Mogappair
Devi Academy, Valasaravakkam CBSE Co-ed AAAA+
DAV Boys Senior Secondary CBSE Boys AAAAA
School, Gopalapuram Excel Central School, Thiruvattar ISC Co-ed AAAA+
DAV Boys Senior Secondary CBSE Boys AAAAA
Ida Scudder School, Vellore ISC Co-ed AAAA+
School, Lloyds Road, Chennai
DAV Girls Senior Secondary School, CBSE Girls AAAAA Jawahar Higher Secondary School, CBSE Co-ed AAAA+
Gopalapuram Neyveli
DAV Girls Senior Secondary School, CBSE Girls AAAAA Kola Saraswathi Vaishnav Senior CBSE Co-ed AAAA+
Mogappair Secondary School, Kilpauk
Maharishi Vidya Mandir, Chetpet CBSE Co-ed AAAAA Lakshmi School, Madurai ISC Co-ed AAAA+

Good Shepherd Matriculation State Girls AAAA

Hr Sec School, Nungambakkam, Board
Chennai
Kendriya Vidyalaya IIT Chennai, CBSE Co-ed AAAA
Chennai
Narimedu, Madurai
Kalpakkam
gz
Kola Perumal Chetty Vaishnav CBSE Co-ed AAAA
Senior Secondary School, Chennai
Ma
Lady Andal VSR School, Chennai State Co-ed AAAA
Board
l_
Shree Sarasswathi Vidhyaah CBSE Co-ed AAAA
DAY Board Type Rating Mandheer School, Mettupalayam
National Public School, CBSE Co-ed AAAA+

ta
Sindhi Model Senior Secondary
School, Kellys
CBSE Co-ed AAAA
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Gopalapuram
Sir Sivaswami Kalalaya Senior CBSE Co-ed AAAA
Padma Seshadri Bala Bhavan CBSE Co-ed AAAA+
Di
Secondary School, Mylapore

Senior Secondary School, KK
Nagar, Chennai The Hindu Senior Secondary CBSE Co-ed AAAA
e/
School, Triplicane
Padma Seshadri Bala Bhavan CBSE Co-ed AAAA+
Senior Secondary School, The Indian Public School, Erode CBSE Co-ed AAAA
.m
Nungambakkam, Chennai
The Laidlaw Memorial School and ISC Co-ed AAAA
SBOA School and Junior College, CBSE Co-ed AAAA+
/t
Junior College, The Nilgiris

Chennai
The School Krishnamurti ISC Co-ed AAAA
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Sishya School, Hosur CBSE Co-ed AAAA+ Foundation India, Chennai

Smt Sundaravalli Memorial School, CBSE Co-ed AAAA+ Vidya Peetam Senior Secondary CBSE Co-ed AAAA
s
Chromepet School, Krishnavaram

tp
Sri Sankara Senior Secondary CBSE Co-ed AAAA+ Yuvabharathi Public School, CBSE Co-ed AAAA
School, Adyar Coimbatore
ht
The PSBB Millennium School, CBSE Co-ed AAAA+ Adhyapana School, Madurai CBSE Co-ed AAA+
Chennai
Akshara Vidyaashram, Cuddalore CBSE Co-ed AAA+
The Vikasa School, Tuticorin ISC Co-ed AAAA+
Alpha Wisdom Vidhyashram Senior CBSE Co-ed AAA+
Vedavalli Vidyalaya, Walajapet CBSE Co-ed AAAA+ Secondary School, Tiruchirappalli
Vidya Mandir Senior Secondary CBSE Co-ed AAAA+ Asan Memorial Senior Secondary CBSE Co-ed AAA+
School, Mylapore School, Chennai
Abacus Montessori School, ISC Co-ed AAAA Besant Arundale Senior Secondary CBSE Co-ed AAA+
Chennai School, Chennai
Amrita Vidyalayam, Coimbatore CBSE Co-ed AAAA Bhavan's Rajaji Vidyashram, CBSE Co-ed AAA+
Kilpauk
Amrita Vidyalayam, Nesapakkam CBSE Co-ed AAAA
Boaz Public School, Velachery CBSE Co-ed AAA+
Bharatiya Vidya Bhavan, Chennai CBSE Co-ed AAAA
GK Shetty Vivekananda Vidyalaya CBSE Co-ed AAA+
Chinmaya Vidyalaya, Chennai CBSE Co-ed AAAA Junior College, Chennai


DAY Kendriya Vidyalaya, Ooty CBSE Co-ed AAA
Good Earth School, Sriperumbudur ISC Co-ed AAA+ Keswick Public School, Madurai ISC Co-ed AAA
Guru Shree Shantivijai Jain CBSE Co-ed AAA+ Riverside Public School, Nilgiris ISC Co-ed AAA
Vidyalaya, Chennai
Shri BS Mootha Girls Senior CBSE Girls AAA
Kamala Niketan Montessori CBSE Co-ed AAA+ Secondary School, West
School, Tiruchirappalli Mambalam
Kendriya Vidyalaya No 1, Chennai CBSE Co-ed AAA+ Shrishti Matriculation Higher CBSE Co-ed AAA
Secondary School, Vellore
Kendriya Vidyalaya, AFS Sulur CBSE Co-ed AAA+
gz
Smt Kasturba Nimchand Shah P CBSE Co-ed AAA
Kendriya Vidyalaya, Anna Nagar CBSE Co-ed AAA+ Muthyalu Chetty Vivekananda
Ma
Vidyalaya Junior College, Chennai
Kendriya Vidyalaya, Aruvankadu CBSE Co-ed AAA+
Smt Narbada Devi J Agarwal CBSE Co-ed AAA
l_
Kendriya Vidyalaya, Gill Nagar, CBSE Co-ed AAA+ Vivekananda Vidyalaya Junior
Chennai College, Vyasarpadi
ta
Kendriya Vidyalaya, Meena Estate, CBSE Co-ed AAA+ Smt Ramkuwar Devi Fomra CBSE Co-ed AAA
Coimbatore Vivekananda Vidyalaya, Chennai
gi
RS Krishnan Higher Secondary CBSE Co-ed AAA+ Soundararaja Vidyalaya, Dindigul CBSE Co-ed AAA
School, Kailasapuram
Di
Sreevatsa Viswanathan CBSE Co-ed AAA

Sree Narayana Mission Senior CBSE Co-ed AAA+
Vivekananda Vidyalaya Junior
Secondary School, Chennai
e/
College, Chitlapakkam
Sri RM Jain Vidhyashram, Tiruvallur CBSE Co-ed AAA+
The Hindu Colony Chellammal CBSE Co-ed AAA
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St. John's English School and Junior CBSE Co-ed AAA+ Vidyalaya Senior Secondary
College, Besant Nagar School, Nanganallur
/t
St. John's Senior Secondary School CBSE Co-ed AAA+ The Little Kingdom, Theni ISC Co-ed AAA
and Junior College, Mandaveli
:/
The Velammal International CBSE Co-ed AAA

The Schram Academy, CBSE Co-ed AAA+ School, Panchetti
s
Maduravoyal
Sacred Heart Matriculation Hr Sec State Girls NR
tp
Vaels International School, Chennai ISC Co-ed AAA+ School, Church Park, Chennai Board
Vani Vidyalaya Senior Secondary CBSE Co-ed AAA+

ht
and Junior College, Chennai

Vels Vidyashram Senior Secondary CBSE Co-ed AAA+
School, Pallavaram
Vikaasa School, Madurai ISC Co-ed AAA+
TELANGANA
Asian Christian High School, Hosur CBSE Co-ed AAA
DAY-CUM-BOARDING
Bhavan's Gandhi Vidyashram, CBSE Co-ed AAA
Indus International School, IB Co-ed AAAA+
Kodaikanal
Hyderabad
Chinmaya Vidyalaya, CBSE Co-ed AAA
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Nagapattinam
Hyderabad
Kendriya Vidyalaya, AFS Avadi CBSE Co-ed AAA
DRS International IB Co-ed AAA+
Kendriya Vidyalaya, CLRI, Chennai CBSE Co-ed AAA School,Hyderabad*
Sreenidhi International School** IB Co-ed AAA+
Kendriya Vidyalaya, INS Rajali CBSE Co-ed AAA

INTERNATIONAL Board Type Rating DAY Board Type Rating
DAY P Obul Reddy Public School, CBSE Co-ed AAAA

Hyderabad
International School of Hyderabad IB Co-ed AAAAA
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Oakridge International IB Co-ed AAAA+ Hyderabad
School,Hyderabad*
Bharatiya Vidya Bhavan’s Public CBSE Co-ed AAAA
CHIREC International,Kondapur, IB Co-ed AAAA School, Jubilee Hills, Hyderabad
Hyderabad*
CHIREC International School, CBSE Co-ed AAAA
NATIONAL Kondapur
BOARDING Vidyaranya High School, CBSE Co-ed AAAA
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Hyderabad
Army Public School, RK Puram, CBSE Co-ed AAA+
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Gachibowli
Secunderabad
Chinmaya Vidyalaya, Hyderabad CBSE Co-ed AAA+
l_
Karimnagar
Jawahar Navodaya Vidyalaya, CBSE Co-ed AAAA DAV Public School, RK Puram, CBSE Co-ed AAA+
ta
Medak Hyderabad
Jawahar Navodaya Vidyalaya, CBSE Co-ed AAA+ Kendriya Vidyalaya No 2, Air Force CBSE Co-ed AAA+
gi
Khammam Academy, Dundigal
St. Ann's High School, ISC Girls AAA+
Di

Warangal Secunderabad
e/
Jawahar Navodaya Vidyalaya, CBSE Co-ed AAA The Future Kid's School, ISC Co-ed AAA+
Nalgonda Rajendranagar Mandal
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DAY-CUM-BOARDING DAV Public School, Kukatpally CBSE Co-ed AAA
Heritage Valley The Indian School, ISC Co-ed AAA

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The Hyderabad Public School, ISC Co-ed AAAA

Begumpet Shadnagar
:/
Kennedy High the Global School, CBSE Co-ed AAA Jubilee Hills Public School, CBSE Co-ed AAA
Bachupally Hyderabad
s
DPS, Nacharam campus, CBSE Co-ed NR Kendriya Vidyalaya CRPF, Barkas, CBSE Co-ed AAA
tp
Hyderabad Hyderabad
DAY Kendriya Vidyalaya No 2, Golconda CBSE Co-ed AAA

ht
Gitanjali School, Begumpet ISC Co-ed AAAA+ Kendriya Vidyalaya No 2, Uppal CBSE Co-ed AAA
Kendriya Vidyalaya, NTPC CBSE Co-ed AAAA+ Kendriya Vidyalaya, Eddumailaram, CBSE Co-ed AAA
Ramagundam Medak
Oakridge International School, CBSE Co-ed AAAA+ Kendriya Vidyalaya University of CBSE Co-ed AAA
Khajaguda Hyderabad Campus, Hyderabad
Army Public School, Bolarum CBSE Co-ed AAAA Meridian school, Banjara Hills CBSE Co-ed AAA
Hyderabad
Delhi Public School, Hyderabad CBSE Co-ed AAAA
Kendriya Vidyalaya AFS Begumpet, CBSE Co-ed AAAA

Hyderabad
Kendriya Vidyalaya No 1, Uppal CBSE Co-ed AAAA
NASR School, Hyderabad ISC Boys AAAA

India’s Best Schools R AT I N G C E N T R A L ZO N E
CHHATTISGARH
BOARDING
Brighton International School, CBSE Co-ed AAAA
Raipur
Jawahar Navodaya Vidyalaya, CBSE co-ed AAAA
Dongargarh
Jawahar Navodaya Vidyalaya, CBSE Co-Ed AAAA
Malhar, Bilaspur
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Basdei
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Jawahar Navodaya Vidyalaya, Durg CBSE Co-Ed AAA+
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Kurud
ta
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Mahasamund
Jawahar Navodaya Vidyalaya, CBSE Co-Ed AAA
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Korea
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Raigarh
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Raipur
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DAY-CUM-BOARDING ENGROSSED IN reading, a much needed hobby that is dying down

Delhi Public School, Bhilai CBSE Co-ed AAAA+
:/
Mayoor School, Raipur CBSE Co-ed AAAA

EXCELLENT
s
Delhi Public School, Durg CBSE Co-ed AAA+

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Krishna Public School, Sejbahar CBSE Co-Ed AAA+

EDUCATION,
ht
Rajkumar College, Raipur ISC Co-ed AAA+
DAY
AFFORDABLE
TUITION FEE
Ambuja Vidya Peeth, Raipur CBSE Co-Ed AAAA
Delhi Public School, Korba CBSE Co-Ed AAAA
Delhi Public School, Raipur CBSE Co-Ed AAAA
OP Jindal School, Patrapali CBSE Co-Ed AAAA A number of good schools dot the
The Radiant Way School, Raipur ISC Co-ed AAAA
educational landscape of the mineral-
rich region and show the prowess to
Kendriya Vidyalaya, Manendragarh CBSE Co-Ed AAA+
harness technology to the hilt...
Kendriya Vidyalaya, NTPC CBSE Co-ed AAA+
Jamnipali, Korba

ANISHA SHARMA,
Principal, Guru Gobind Singh Khalsa
Public School, Raipur
Though technology has made a vast dif-

ference in learning style and has made
students smarter, the fact remains that
teachers are indispensable to the educa-
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tion system. Educators can assist the
students to determine the ways of tech-
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nology. Now we can see classrooms with
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one-to-one ratio between kids and devic-
es. On the other hand, there are schools
ta
in India with brilliant students without
any access to Internet
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Di
MADHYA PRADESH
e/

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DAY-CUM-BOARDING
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Choithram International, Indore IB Co-ed AAAA

:/
The Emerald Heights International CIE Co-ed AAAA

NATIONAL Board Type Rating School, Indore*
s
DAY DAY
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Ryan International School, CBSE Co-ed AAA+ Eastern Public School, Bhopal IB Co-ed NR
Ravigram, Raipur
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NATIONAL
Vicon School, Raipur CBSE Co-ed AAA+
BOARDING
Brilliant Public School, Bilaspur CBSE Co-Ed AAA
St. Xavier's High School, Raipur ISC Co-ed AAA Khurai
DAV Public School, Korea CBSE Co-Ed AAA Scindia Kanya Vidyalaya, Gwalior CBSE Girls AAAA+
Holy Cross Convent Senior CBSE Co-Ed AAA The Scindia School, Gwalior CBSE Boys AAAA+
Secondary School, Ambikapur
Don Bosco Public School, Jhirpa CBSE Co-ed AAAA
Kendriya Vidyalaya, Bhilai CBSE Co-Ed AAA
Kendriya Vidyalaya, Jhagrakhand CBSE Co-Ed AAA Waraseoni
Kendriya Vidyalaya, Mahasamund CBSE Co-Ed AAA Jawahar Navodaya Vidyalaya, CBSE Co-ed AAA+
Amarkantak
NH Goel World School, Raipur CBSE Co-ed AAA

BOARDING
Birkhadi
Churhat
Jawahar Navodaya Vidyalaya, Katni CBSE Co-ed AAA+

Mandsaur
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Rajgarh
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Shajapur
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DALY COLLEGE, Indore, retains the old world charm of the colonial era
Vidisha
ta
Sainik School, Rewa CBSE Boys AAA+
gi
Macro Vision Academy, Burhanpur CBSE Co-ed AAAA
Jawahar Navodaya Vidyalaya, Bari CBSE Co-ed AAA
Maharishi Vidya Mandir, Bhopal CBSE Co-ed AAAA
Di

Chhatarpur Neiil World School, Morena CBSE Co-ed AAAA
e/

Scholars Public School, Morena CBSE Co-ed AAAA
Damoh
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Jawahar Navodaya Vidyalaya, CBSE Co-ed AAA DAY

Harda
Delhi Public School, Indore CBSE Co-ed AAAA+
/t

Khandwa The Shishukunj International CBSE Co-ed AAAA+
:/
School, Indore
Kundeshwar Bhopal Girls School, Lalghati, CBSE Girls AAAA
s
Bhopal
tp

Hoshangabad Campion School, Bhopal CBSE Boys AAAA
ht
Christ Church Boys' Senior ISC Co-ed AAA Carmel Convent Girls Senior CBSE Girls AAAA
Secondary School, North Civil Lines Secondary School, Bhopal
DAY-CUM-BOARDING Choithram School, North Campus, CBSE Co-ed AAAA

Indore
Daly College, Indore CBSE Co-ed AAAAA
Delhi Public School, Kolar Road, CBSE Co-ed AAAA
Delhi Public School, Bhadbhada CBSE Co-ed AAAA+ Bhopal
Road, Bhopal
Sagar Public School, Saket Nagar, CBSE Co-ed AAAA
The Sanskaar Valley School, Bhopal ISC Co-ed AAAA+ Bhopal
Christ Church Girl's Senior CBSE Girls AAAA Sri Sathya Sai Vidya Vihar, Indore CBSE Girls AAAA
Secondary School, Jabalpur
St Josephs Convent Senior CBSE Girls AAAA
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Academy, Bhopal
Vidya Bhavan Public School, AB CBSE Co-ed AAAA
International Public School, Bhopal CBSE Co-ed AAAA Road, Indore

Interview
NISHI MISRA,
Principal, Scindia Kanya Vidyalaya,
Gwalior
REDEFINING
EDUCATION
Q. Choice of subjects defines the students’ fur-
ther studies. How does your school guide them?
A. Currently, the school is affiliated to the CBSE
programme, with the board exams being offered
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in both Class X and XII. The choice of subjects,
therefore, is in keeping with CBSE requirements.
However, being a college preparation school, we
Ma
follow proactive and interactive career guidance
and provide the students at the time of enrolment
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with guidance in choosing the right combination
of subjects that would benefit them in their higher
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DAY Board Type Rating studies at university level. We keep parents con-
stantly in the loop and we frequently interact with
gi
Aditya Birla Senior Secondary CBSE Co-ed AAA+ them on the progress made by their wards.
School, Nagda
Di
Advanced Academy, Indore CBSE Co-ed AAA+

training, and how do you go about it?
Army Public School, Bhopal CBSE Co-ed AAA+ A. At SKV, we strongly believe in the dictum that
e/
teachers are learners too. The world of pedagogy is

Army Public School, Mhow CBSE Co-ed AAA+ most dynamic, and it is imperative that one keeps
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abreast with the developments taking place all

Bharatiya Vidya Bhavan's Prism CBSE Co-ed AAA+ over the world. Participating in in-school training
School, Satna
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programmes, as well as interactive workshops and

Billabong High International ISC Co-ed AAA+ seminars held all over the country, are some of the
ways that our teachers keep abreast with recent
:/
School, Neelbad
developments in the field of teaching and learning.
Carmel Convent Senior Secondary CBSE Co-ed AAA+ Be it workshops that focus on pedagogy and teach-
s
School, Ratanpur ing strategies, or on personality development and

tp
Christukula Mission Higher ISC Co-ed AAA+ improving communication skills, SKV gives every
Secondary School, Satna opportunity to its faculty to enhance their effective-
ht
ness as educators.
DAV Sr Sec Public School, Nigahi CBSE Co-ed AAA+
Delhi Public School, Vindhya Nagar CBSE Co-ed AAA+ thinking in a child?
Fatima Convent Higher Secondary ISC Co-ed AAA+ A. By nature all children are curious to know the
School, Nagda world around them - to find answers to questions
that perplex them. When children are encouraged
Gyan Sagar Academy, Ujjain CBSE Co-ed AAA+ to apply natural curiosity to knowledge and under-
standing, they become inquirers and critical think-
Holy Family Convent Senior CBSE Co-ed AAA+ ers. At SKV, teachers encourage children to ask
Secondary School, Shantinagar questions, express their view points, and think out
Kendriya Vidyalaya sarni, Betul CBSE Co-ed AAA+ of the box creatively. Asking open-ended questions,
while encouraging problem solving and discussions
Little Angles High School, Lashkar, CBSE Co-ed AAA+ in class are some of the methods our teachers use
Gwalior to foster critical thinking in our students to enable
them to become pro-active learners.
Little World School, Tilwara CBSE Co-ed AAA+

DAY
Mount Carmel School, ISC Co-ed AAA+
Baghmugalia
MSB Educational Institute, Indore ISC Co-ed AAA+
Navnidh Hassomal Lakhani Public CBSE Co-ed AAA+

School, Bhopal
New Digamber Public School, CBSE Co-ed AAA+
Indore
gz
Pratibhasthali Gyanodaya CBSE Co-ed AAA+
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Vidyapeeth, Dayoday
Progressive Education-II School, ISC Co-ed AAA+
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West Indore
Queens' College, Indore CBSE Girls AAA+
Raghuwansh Public School, CBSE Co-ed AAA+

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CHOITRAM INTERNATIONAL School, Indore, follows IB program
gi
Sendhwa
Sagar Public School, Gandhi Nagar CBSE Co-ed AAA+ DAY Board Type Rating
Di
Shri Guru Tegh Bahadur Academy, CBSE Co-ed AAA+ Central Academy, Rewa CBSE Co-ed AAA
Ratlam
e/
Christu Jyoti Convent School, CBSE Co-ed AAA

St. Joseph’s Convent Senior CBSE Co-ed AAA+ Motilal Nehru Nagar, Ujjain
.m
Secondary School, Ratlam

Gyan Sagar Girls Academy, Ujjain CBSE Girls AAA
St. Joseph's Convent Senior CBSE Co-ed AAA+
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Secondary School, Sagar Kendriya Vidyalaya, Panna CBSE Co-ed AAA
St. Mary’s Convent Senior CBSE Co-ed AAA+ Kendriya Vidyalaya, Shajapur CBSE Co-ed AAA
:/
Secondary School, Ujjain

Kendriya Vidyalaya, Shivpuri CBSE Co-ed AAA
St. Mary's Convent Senior CBSE Co-ed AAA+
s
Secondary School, Bhopal Little Wonders Convent School, ISC Co-ed AAA
tp
Sukhliya
St. Norbert Senior Secondary CBSE Co-ed AAA+
ht
School, Indore SICA Senior Secondary School, CBSE Co-ed AAA

Indore
St. Paul's Convent Senior CBSE Co-ed AAA+
Secondary School, Ujjain St. Charles School, Shivpuri ISC Co-ed AAA
St. Thomas Senior Secondary CBSE Co-ed AAA+ St. Mary's Convent Senior CBSE Co-ed AAA
School, Mandsaur Secondary School, Dewas
SYNA International School, Katni CBSE Co-ed AAA+ St. Xavier's High School, Jabalpur ISC Co-ed AAA
Vindhyachal Academy, Bhopal CBSE Co-ed AAA+ St. Thomas Higher Secondary ISC Co-ed AAA
School, Barnagar
Aditya Birla Public School, Khor CBSE Co-ed AAA
Carmel Convent Sr Sec School, CBSE Girls NR
Army Public School, Gwalior CBSE Co-ed AAA Govindpura, Bhopal
Bal Bhavan School, Bhopal CBSE Co-ed AAA Rajeshwar Convent Higher ISC Co-ed NR
Secondary School, Rajgarh
Carmel Convent School, Ujjain CBSE Co-ed AAA

ht
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s:/
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e/
Di
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India’s Best Schools ROOTED IN PHILOSOPHY
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WHERE LEARNING IS ta
SELF-MOTIVATED
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Self-learning is at the centre of Ahmedabad help a child progress by self-motivated learning,”

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explains Principal Dr. Anjali Sharma, who believes

International School’s philosophy of self-motivated learning brings about the process of
education…
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life-long learning.
This focus on the self aligns well with a school that
sits in the vicinity of the Sabarmati Ashram, from
:/
by Faizal Khan where Mahatma Gandhi mobilised the country to

come together during the freedom struggle. “The
s
A
fine example of technological integration Sabarmati Ashram is an integral part of the city and
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within education, Ahmedabad International important to all of us,” says Dr. Sharma. The school
School (AIS) blends a modern outlook with organises regular visits to the ashram so that the
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ancient Indian philosophy to inspire young minds students and teachers can be inspired to collaborate
to explore - swayam or by self. With its skilled edu- and serve the society better.
cators and varied facilities, the school focusses on
imparting internationalism rooted in strong Indian Trained on tradition
values. Tradition runs even deeper on the campus. The
The philosophy of swayam runs through all the school has integrated the rich history of Ahmedabad,
education programmes offered at this student- now a UNESCO World Heritage City, with the cur-
centric school. “Our teachers are facilitators, they riculum. Children are often taken on heritage walks
to know more about all the important sites. “The
Dr. Anjali Sharma, students are enamoured by the engineering marvels
Principal, Ahmedabad International School that are the famous step-wells in the city,” shares
the Principal. This interest in the city’s heritage
At Ahmedabad International School, technology also extends to its ‘jaalis’, the unique carvings on
is not a tool, it is an environment. AIS is one of windows found in various monuments.
“The World Heritage City status reaffirms how
the few schools in the world to have an in-house Ahmedabad is home to rich and diverse historical
technology development team and cultural influences. As a school, we encourage

children to explore these in order to gain a deeper
understanding of their country even as they prepare
to be global citizens who can prosper anywhere
in the world,” says Mrs. Gorsi Parekh, trustee and
founder of the school. “Internationalism is all about
a sense of connectedness and belonging, both of
which start from truly knowing one’s roots and
immediate surroundings,” she adds.
IB program
Founded in 1997, the school runs an International
Baccalaureate (IB) curriculum. “IB opens your
mind to the larger world,” says Dr. Sharma, who
gz
holds a PhD in Chemistry from the University of
Delhi. The school, which has 1,500 students and
220 teachers, started the IB Primary Years pro-
Ma
gramme in 2003, adding IB Diploma four years
later. All the IB programme teachers are IB exam-
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iners as well. One of the strengths of the school is
its highly qualified teachers. A whopping 82 percent Social outreach
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of the faculty has advanced degrees. As many as Parents are also invited to address the students
seven IBDP teachers have their doctoral degrees in during the weekly assemblies. During the famous
gi
various disciplines while three more, including the International Kite Festival in Gujarat, NGOs come
Primary Years Programme coordinator, are pursu- to the campus to talk about the threat that kite flying
ing their doctoral research. poses to birds and how bird-life can be protected.
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AIS students also collaborate with community

Integrating technology organisations such as the Blind People’s Associa-
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Technology is deeply integrated in all aspects of tion and SEWA, the Ahmedabad-based organisa-
learning at AIS. The wifi-enabled campus has Mac- tion for self-employed women workers.
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Books for all teachers, iPads for all children in One of the Creativity, Activity, Service (CAS)
grades 5 to 7, and laptops for all students of Class programmes of the school happens in Cambodia,
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VIII to XII. “At AIS, technology is not a tool, it is where AIS Class XI students work for the uplift of
an environment,” says Dr. Sharma. “AIS is one of underprivileged children. “This gives them a chance
the few schools in the world to have an in-house to immerse in a different culture and be of service to
:/
technology development team,” she adds. fellow citizens of the world,” says Dr. Sharma. The
This stems from the belief that the classroom envi- students also work with Manav Sadhna, a charita-
s
ronment needs to mirror the environment of a mod- ble trust run from the Sabarmati Ashram to help
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ern workplace, in order for students to truly become marginalised sections of the society through the
future-ready. Technology has also enabled deeper practice of Mahatma Gandhi’s teachings.
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connection with the parents. A specially developed

Parent App provides parents a view into their child’s Placement and alumni connect
classroom experience. Parents are often invited as Each year, universities from across the world visit
guest speakers and even take certain classes, which the AIS campus to educate students about higher
are integrated into the curriculum. education opportunities. A majority of students
decide to pursue undergraduate studies abroad
Gorsi Parekh, while others enrol at leading universities in India.
Trustee and Founder, Ahmedabad International School In September 2018, Ivy League universities, includ-
ing Cornell, Princeton, UPenn and Columbia, vis-
The World Heritage City status reaffirms how ited the campus as part of the school’s placement
programme. In addition, each year, a few alumni of
Ahmedabad is home to diverse historical and the IBDP programme come to talk to the current
cultural influences. We encourage children to students about university placements. “We encour-
explore them to gain a deeper understanding of age ongoing connection and exchange between
former and current students, as this really fosters
their country as they prepare to be global a deep sense of community that is one of our key
citizens who can prosper anywhere in the world strengths,” says Dr. Sharma.

Sunanda Ali, Principal of The Peepal Grove reasons. One, as students are given the space to
question, conversations on real issues can take
School, an independent school in Chittoor place. Two, as alternative schools have fewer stu-
district, shares her views on alternative dents, more contact is possible, and more connec-
tions can be made. Three, they can then relate to
education with Faizal Khan… each other as human beings who have the desire to
learn in common, and not relate to each other only
within the stereo-typical frameworks of their roles.
Q. What is the significance of alternative educa-
tion in India’s educational landscape? Q. How does such a system prepare the student
A. India is very large and very diverse. Each school for the challenges of contemporary society?
is in a particular social and cultural context. It is A. In an alternative system, students can be encour-
not possible, practical or wise to look for a ‘one size aged to learn more about things which interest
gz
fits all’ model, which can be applied to all schools them. They can also reflect on life and themselves
across the country. Hence, the need for alternative as human beings and consequently know more
education, where schools are given the opportunity about their strengths and weaknesses. This often
Ma
to focus on educational goals based on their vision. increases their level of confidence, as well as make
them more rooted in their values which makes them
l_
Q. Please comment on the role of critical think- less likely to lose their ‘sense of self’ once they leave
ing and freedom in the classroom. school and face the challenges of the adult world.
ta
A. There is no learning without critical thinking, Today’s world, which encourages ‘networking’ and
and critical thinking can only exist in a school flexibility, calls for a more holistic model of educa-
gi
which encourages the freedom to question within tion that is possible only in alternative school.
the classroom. Teaching methods using collabora-
tive learning within groups, discussions, more indi- Q. What are the challenges facing alternative
Di
vidual attention given to students, and less lecture- education in the Indian educational landscape?
based teaching gives rise to more questioning and A. The main challenge which alternative schools
e/
critical thinking. These methods can be used more face is that the thrust now in India is to homogenise
often (due to fewer students in the classroom) in all school education. The attempt is to have one
.m
alternative schools to achieve learning objectives. board examination for all schools all across the
country. This is mistakenly thought to be the answer
Q. What is the relationship between the student
/t
to the problem of poor quality school education. All

and the teacher in this method? schools in India cannot be made to follow the same
A. In an alternative school, teachers and stu- pattern as their realities are so different. The best
:/
dents can form meaningful relationships for many thing to do would be to allow autonomy to alterna-
tive schools (which desire it) and autonomy should
s
be granted to schools on the basis of quality.
DON’T LOOK
tp
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FOR A
‘ONE SIZE
FITS ALL’
SCHOOL MODEL

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Ma
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India’s Best Schools CHOOSING A STREAM
by Amita Jain
A
diti (name changed) had developed anxiety
disorder when her teachers stepped in to tell
her parents, both IIT alumni, that she is a
person of languages, not of science. Talking about
her case, Upasana Kinra, Behavioural and Career
Counsellor at DPS International Saket and a Con-
sultant at British Council, says, “She was an excel-
lent student, sensitive, sensible and a good scorer in
all the subjects. Taking a cue from her parents, this
Agra girl always thought she wanted to do science,
but teachers who knew her personally knew better.
gz
She took science and was doing very well until she
suffered an anxiety attack and fell ill. She was on
psychiatric medication and couldn’t attend school
Ma
for three months. It was then she realized she didn’t
want to do science. But, she completed class 11th
l_
and passed with good marks. Eventually, we talked
to the parents and took her for psychometric evalu-
Shutterstock
ta
ation which suggested her to go for humanities and
she repeated class 11 in humanities. I can never
gi
forget the day when in class 12th she emerged as the
topper of CBSE board in Agra.” Training teachers is very important because they
are in touch with the students on a daily basis.
Di
Uncertainties galore
The concept of 10+2 education and the career one So if teachers are aware of the prospects of their
e/
pursues is highly intertwined. Higher education subjects, they can talk to the students about it
stream choices are considered as determinants of
.m
a child’s career, which, in turn, makes this a crucial Upasana Kinra

choice for parents, teachers and students alike. Behavioural and Career Counsellor, DPS International, Saket
/t
“There is a very small percentage of students who

are very clear as to what they want to do in life. It of schools is very important at this juncture. It is
rarely happens that what students want, what the the moral responsibility of schools as educators
:/
parents want and what society wants of them is in to guide their students towards a successful career
sync. Most students are not very clear because there path. A school can have career counselling ses-
s
are too many opportunities around and too many sions, seminars, visits from industry and discussions
tp
voices they can’t ignore,” adds Upasana. for students,” says Dr. Seethalakshmy, Academic
Director, Empros International School, Pune.
ht
School as an active mediator

From parental and peer group pressure to teachers Easing the choice-making process
and their own expectations, students go through Individually, all the streams are good. Every stream
a lot of stress when choosing a stream. “The role has a big scope depending upon one’s ability,
THE X FACTOR THAT

DECIDES YOUR CAREER
Rome wasn’t built in a day, so how can a career be? Here is a look at how
to make an informed decision when choosing a stream in school to steer
towards the right career…

POPULAR GRADUATION STREAMS
Science
Aerospace Engineering, Agricultural Science, Anthropology, Audiology, Archi-
tecture, Pharmacy, AYUSH (Ayurveda, Yoga, Unani, Siddha and Homeopa-
thy), MBBS/BDS, Biochemistry, Biotechnology, Nutritionist, Forensic Science,
Genetics, Geology, Engineering , Medical Lab Technology, Nursing, Optometry
Commerce
Actuarial Science, Accountancy, Chartered Accountancy, Financial Planning,
Business Management, Statistics, Urban Planning, Finance, Company Secretary-
ship, Economics, Investment Analysis, Cost and Management Accountancy, Law
(Commerce), Financial Markets, Banking & Insurance
gz
Arts
Animation, Physical education , Computer Application, Political Administration,
Ma
Game Design, Psychology, International Relations, Hospitality, Law, Journalism
and Mass Communication, Visual Merchandising , Translation Studies, Fashion
l_
Technology, Ethical Hacking, Travel and Tourism, Accessory Design, Cinematog-
raphy, Event Management
ta
gi
Parents, teachers, and schools need to follow in any commercial organization at any level. Stu-
simple rules -- Be involved, but not in control; dents who pursue this stream can expect their
Di
careers to revolve around these activities. As per Dr.

Advise, but do not decide, and Support, but do Seethalakshmy, those taking up commerce should
e/
not dominate be good in general knowledge, have a good reading

habit, especially of present-day happenings.
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Dr. Seethalakshmy SCIENCE: Science stream opens pathways for

Academic Director, Empros International School, Pune medical and engineering careers, along with many
/t
others. Dr. Seethalakshmy says, “Science stream is

attitude, learning and efforts put into the subject. popular due to several reasons, one of them being
Upasana says, “First and foremost, students and that students from science stream can go for com-
:/
parents have to remain realistic. Look at the kind of merce or arts subjects as well in graduation, while
marks a student has been getting from classes 8 to those from commerce or arts cannot pursue science
s
10. There should be a consistency of marks and then courses in graduation.” However true, it should be
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also see whether or not they genuinely like to study remembered that science stream is very demanding
that subject. Also, get the psychometric evaluation in nature. Thus it should be ensured that not only
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done which can help you understand the child’s one has to have an aptitude for the stream, he/she
aptitude and interest. Make your kids talk to their should also have an interest in studying science.
teachers, industry-people and reflect objectively on
their interests and strengths.” Critical thinking is the key
Critical thinking is the ability to evaluate informa-
Choosing streams tion to determine what exactly is right or wrong.
HUMANITIES: Humanities as a subject is an aca- “Critical thinking is not an extra ingredient that
demic discipline which deals with the study of the you have to add in the syllabus. You have to ask the
‘Human Condition’, utilizing methodologies that questions differently in the class instead of asking
are usually analytical, critical or speculative. “One ‘how and what’ questions, design ‘why’ questions.
of the several benefits of pursuing the humanities Design lesson plans, including group activities et al
stream is that it provides students with a plethora of from the same books you have been teaching from,”
career options that are more vocational rather than advises Upasana.
just academic,” says Dr. Seethalakshmy. “You need to follow these simple rules -- Be
COMMERCE: Commerce is a study of trade, involved, but not in control; Advise, but do not
business, finance and accounts which encompasses decide and Support, but do not dominate,” Dr.
each and every process and activity that takes place Seethalakshmy sums up.

CHANGING THE
EDUCATION
LANDSCAPE
Dr Vandana Lulla, Director of Podar Group of
International Schools, talks to Bhanu Pratap
Singh about how International Baccalaureate
gz
program has impacted the Indian education system,
Ma
among other things…
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Q. How is International Baccalaureate educa- Q. What role does technology play in enhancing
ta
tion changing the Indian education system? learning experience at your school?
A. For more than a century, the Indian education A. Our schools have won many awards for being the
gi
system was exam driven, with great emphasis given frontrunner in the extensive use of technology in
only to rote learning. There was no creativity and education. We have Smart Boards, Learning Man-
independent learning or growth for the students. agement Systems, E-books, etc. Our students also
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With the advent of IB education, the education sce- use iPads extensively. We also have a 3D printer and
nario in India has begun to change. IB is a research- our students are well-versed in making 3D models.
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based curriculum emphasizing on inquiry-based

learning through which students reflect on the Q. Do you focus on training of teachers?
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nature of knowledge and complete independent A. At Podar Group of Schools, we stress immensely
research. Our students also undertake a project that on teacher training. We have a Teacher Training
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often involves community service. This curriculum Department which continuously works to support
is making our students thinkers, decision makers, and enhance the teaching skills of the teachers. We
inquiring, knowledgeable and caring human beings. also conduct IB training on a regular basis for our
:/
teachers. We invite specialist trainers in every field

Q. IB offers a number of subjects. How does who impart training to our teachers.
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your school guide students in choosing them?

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A. The Diploma Programme (DP) curriculum is Q. How do you foster curiosity and critical
made up of six subject groups and the DP core com- thinking in a child?
A. We encourage creative thinking and decision
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prises of Theory of Knowledge (TOK); Creativity,

Activity, Service (CAS) and the Extended Essay. making in all our students. We conduct inquiry-
We give them a variety of subject choices according based learning where students frame hypothesis
to their interests which help them in making good and conduct research and ultimately draw conclu-
career decisions. We invite different universities sions. Their curriculum is embedded with many
from around the globe who orient the students hands-on critical thinking activities, learning
about the bouquet of courses they offer. through games, case studies, and open-ended ques-
“
tions which enhance their curiosity and critical
thinking.
IB is a research-based curriculum empha-
sizing on inquiry-based learning through Q. How do you balance students’ academic per-
which students reflect on the nature of formance with extracurricular activities?
A. For us, we ensure that all activities are embedded
knowledge and complete independent in the timetable, so due importance is given to those
research. Our students also undertake a project activities. However, we support all our students
that often involves community service even if they are privately taking part in extracur-
ricular activities.

INTERVIEW India’s Best Schools
Teaching
is not a
one-way
process
Poonam Kochitty, Principal of
Seth Anandram Jaipuria School,
gz
Lucknow, discusses with Amita
Ma
Jain the importance of technology,
teacher training…
l_
ta
Q. How can schools make their education sys- is an organization with multiple schools. Subject-
tems more interactive? specific training has begun to enhance the teachers’
A. The very term “interactive” means that teaching
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delivery as well as subject competence. Teachers
is not a one-way process. It’s not supposed to be a are also encouraged to constantly update them-
chalk and talk method where students are passive selves and enroll for online courses, attend webi-
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recipients. Classroom seating arrangements should nars and share best practices.
be altered to allow for collaborative and peer learn-
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ing. The teachers must play the role of a guide or Q. How have you fused technology with educa-
facilitator, who elicit information from the children tion while minimizing its ill effects?
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through constant questioning. The students must A. Technology is a powerful tool that can aid the
be compelled to think, to observe, to question and teaching-learning process. We have made conscious
/t
research. This is an art that teachers need to learn. efforts to make our teachers more tech savvy. We
Teacher training is crucial because in this direction are a Microsoft Certified School and I’m happy
most teachers don’t know ‘how’ of teaching, but to say that this has opened new doorways for both
:/
only ‘what’ of teaching. teachers and students. We have had Skype sessions
and field trips which have been enriching. Our
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Q. What measures do you undertake for the children have begun coding and they are engaged in
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training of your teachers? gamification, Kodu, Minecraft, and are using tools
A. Teachers training is vital and an ongoing pro- like Sway and Prezi. We also use visual mediums
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cess. The training of teachers at our institution like the Smart Board, YouTube and movie clips. We
is mostly driven by the Principal and academic have tied up with “Progate”, a Japanese technology
coordinator. Class observations are an almost daily program to equip children with more skills.
affair and immediate written feedback is provided.
We also have peer observation and feedback. Apart Q. Your thoughts on the no detention policy...
from this, training is provided several times a year A. The no-detention policy till grade VIII was a
by inviting external resource people. We have also great way to reduce school drop-outs as well as
“
introduced a Central Training Calendar since ours allowing children to learn at their own pace. Marks
are not always an indication of a child’s true capa-
bilities. There is ample evidence in real life which
Students must be compelled to think, to supports this. Children, who were declared failures
observe, to question and research. This is or turned out from school, went out and proved by
an art that teachers need to learn. Teach- their achievements that the schools do not always
nurture their interests or curiosity and failing at
er training is crucial because in this direction school did not prevent them from succeeding in life.
most teachers don’t know ‘how’ of teaching, but I think that re-introducing the detention policy will
only ‘what’ of teaching only add to exam stress.

India’s Best Schools BRINGING OUT THE BEST
WHERE EAST
by Meghaa Aggarwal
E
ntering the sprawling campus of Pathways
MEETS WEST
School with its pristine cream-and-white
architecture, wide green spaces, well-main-
tained and equipped facilities, including
a horse-riding course, transports you into a dis-
tinctly luxurious schooling experience. Located
in the middle of bustling Noida, it is one of the top Pathways School Noida works hard to
choices of parents from Delhi-NCR considering
international education for their children. preserve the best in traditional Indian and
IB in India
international education and culture…
gz
Pathways was the first chain of schools to offer
the International Baccalaureate (IB) continuum in People learn in different ways. For example, some
India – comprising the Primary Years Programme are more logical, some prefer audio inputs, whereas
Ma
(PYP), Middle Years Programme (MYP) and the others prefer visual imagery. Teaching at Path-
Diploma programme (DP). In fact, Pathways World ways involves identifying a student’s inclination and
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School in Aravali off Gurugram Sohna Road was adapting lessons accordingly.
established in 2003 – long before the IB program Class sizes are typically small and students are
ta
caught on in a big way in India. This has given the offered a wide variety of electives and projects to
chain a head start, and Pathways consistently ranks develop their interests. “Our school offers more
gi
among the best IB schools in the country. than 30 options to students, so they can make
choices based on their interest,” shares Advani.
Catering to multiple intelligences Samiksha Gumbhir, who is in her final year at
Di
Dr. Shalini Advani, Director at Pathways Noida, the school, corroborates, “I was initially studying
reflects, “What makes a great school? It certainly is in a CBSE school and joined Pathways in grade
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not beautiful buildings, comfortable, temperature- nine. The level of studies was the same, but the
controlled classrooms or great sports facilities – way we were being taught and tested was entirely
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although we have those. It is not easy access to different. There is no room for rote-learning in this
advanced technology, to student laptops and inter-
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active boards – even if Pathways has been a leader in

that area. It is not an international curriculum, well
suited to prepare children for a globalized world –
:/
even though we offer the IB programme.

“What matters in a school is its heart...its convic-
s
tion that a school must prepare each child to be

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the best that she or he can be. The recognition that

different children excel in different ways and that
ht
for one person, being an outstanding soccer player

is as important as being a brilliant mathematician
is for another.”
This vision is evident in the Multiple Intelligences
Approach developed Dr. Howard Gardner from
Harvard University, that is applied at the school.
Dr. Shalini Advani,

Director, Pathways School, Noida
What matters in a school is its heart ... its conviction

that a school must prepare each child to be the best
that she or he can be. The recognition that different
children excel in different ways and that for one per-
son, being an outstanding soccer player is as impor-
tant as being a brilliant mathematician is for another

curriculum and the teachers are always encourag- I was initially studying in a CBSE school and joined
ing you to apply yourself. They are patient and
willing to explain things in different ways till you Pathways in grade nine. The level of studies was the
understand. same, but the way we were being taught and tested
Vanshika Goel, who is currently in the first year was entirely different. There is no room for rote-
of the DP, says, “I have many friends from other
international and CBSE schools and they’re always learning in this curriculum and the teachers are
impressed by the thoughtful projects we get to do always encouraging you to apply yourself
here.” She goes on to point at various professional
installations exhibited on campus that were done as Samiksha Gumbhir,
part of student projects. Final-year Student, Pathways School, Noida
Sparsh Ranjan, who is currently pursuing the final
year of PYP at Pathways, adds, “We get to study students and staff on campus. For instance, around
gz
different types of things at school. I learn Maths, 30 percent of the student population comprises
English, Hindi, art, ceramics, dance, drama and children from different nationalities as well as Indi-
music in school. We also have Unit of Inquiry (UI), an origin students with foreign passports.
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which is a combination of many different subjects. Goel, who holds a British passport, says, “I’ve
Apart from this, there is Physical Education (PE), been in this school since grade four, when my par-
l_
where we get to play different sports. But UI has ents first moved to India from the UK. It was one
been the biggest surprise for me. I’ve learnt to think of the first schools offering the IB’s Primary Years
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differently because of it.” Programme (PYP) and all the facilities one would
typically find in schools overseas.”
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Engaging with the wider world It’s also interesting to observe how the school’s
School is a part of a wider reality of a child and while international vibe is tempered with local flavour.
academics is important, it’s just as important for For instance, lunch in the canteen is a hearty Indian
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children to engage with the wider world. Pathways affair with daal, subzi and dahi on the menu. But
strongly advocates environmentalism and commu- there is always one continental dish and a salad bar.
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nity practice, and its walls are plastered with mes- However, no outside food is allowed on campus and
sages on conserving natural resources like water. all students and staff sit together and eat the same
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Equally evident is the culturally-diverse mix of food in the canteen.

Pradeep Krishnan GR
Similarly, the library has an enticing collection of
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literature from around the world as well as from dif-

ferent corners of India. Apart from English, it also
has an assortment of books in different Indian and
:/
foreign languages.
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An expensive education?
tp
A common refrain about IB schools like Pathways

is the high cost of education. The top-notch aca-
ht
demic and extra-curricular facilities on-campus do

explain this. However, Advani states that in India an
IB education comes at a price because it’s entirely
private and needs to meet the exacting standards of
a world-class board.
“Many countries in Asia, such as Malaysia and
Indonesia, have recognised the merit of IB and
absorbed and adapted it into their national school-
ing system. This is not the case in India and schools
that meet the IB criteria for affiliation need to
charge accordingly. For instance, we have an ongo-
ing professional development programme for our
teachers, so they continue to learn and get exposed
to different facets of this evolving curriculum.”
To prevent cost from coming in the way of merito-
rious students, Pathways awards between 10 and 12
scholarships every year.

India’s Best Schools CBSE EXAMS
FIGHTING
by Bhanu Pratap Singh
I
n order to prepare the students for a demanding
THE ROTE
future, the Central Board of Secondary Educa-
tion (CBSE) is planning to change its exam pat-
tern from 2020. The idea is to make the students
future ready by assessing them on their analytical
abilities, rather than rote learning. This push to
change the exam pattern aims to curb the rote
CBSE’s decision to change its exam learning, which is the order of the day for a majority
of Indian school students.
pattern from 2020 shows its willingness If everything goes according to plan, then tests for
to change with time. This step has been vocational subjects such as information technology,
gz
automobile technology, beauty and wellness and
welcomed by the school fraternity… many other subjects will take place in February.
The decision to revamp CBSE exam pattern has
Ma
been hailed as the game-changing move. “In my
opinion, it is quite a good move by the CBSE since
l_
there has been a paradigm shift in the field of educa-
tion all around the world. Today, in most countries,
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more emphasis is given towards developing 21st-
century skills and competencies rather than rote
gi
learning,” says Ambrish Singh, Head of Academics,
Sela Qui International School, Dehradun.
The old always makes way for the new, and this is
Di
exactly what CBSE plans to do. “The present cur-

riculum which we are following at CBSE is based
e/
on National Curriculum Framework 2005 and it is

quite old. I feel that we should welcome the change
.m
in curriculum CBSE is trying to implement. Top-

ics which are not relevant in today’s time should
/t
be omitted from the curriculum. So yes, we should

welcome the steps taken by the HRD Ministry and
CBSE,” says Manoj Bajpai, Principal, Medi-Caps
:/
International School, Indore.

s
The Changes
tp
The period starting right from Pre-boards, through

boards and the competitive exam is about 5-6
ht
months. Maintaining the optimum level of academ-

ic momentum throughout these months is quite
strenuous for the students. “Presently, the exam
schedule for board exams takes approximately 45
days, which is a long time for young students to
keep up the momentum throughout. During the
same period, they are also preparing for competi-
tive exams and pre-admission college modalities.
Conducting the exams in two phases – February for
vocational subjects and 15 days of March for main
subjects will bring down the stress for students.
Under the new scheme, results which are usually
declared by May end, will be declared by early May.
This will give the students the crucial 20-25 days
to plan out and decide the next course of study,”
Shutterstock
says Sunila Athley, Principal, Amity International

School, Vasundhara, Ghaziabad.

There is also a change in paper pattern from
content-based questioning to problem-solving
questions. “Problem-solving questions that require
critical analytical abilities were initiated by the
CBSE a few years ago when students were assessed
on High Order Thinking Skills which incorporated
8-10 percent of the question paper. Now that the
quantum of such questions would increase, this
paradigm shift will bridge the gap between school
and college levels,” informed Sunila Athley.
The biggest change that has been proposed is
the preponement of exams for vocational subjects
in February. “Unless the society and the employ-
gz
ment market does not give due recognition to such
courses of study, the number of students opting for
mainstream subjects will keep on swelling. The
Ma
exam that assesses a child’s critical and analytical
skills might have a reverse reaction, stress among
l_
the students will increase and the gap between the Sunila Athley, Principal, Amity International School, Ghaziabad
above and below average student will also increase,”
ta
says Sunila Athley.
Teacher training colleges and their curriculum
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The challenges will also have to be revamped for teachers to
Our education system needs to cater to this huge
group of students who will be educated, but not tackle these changes in the classroom and
Di
employable. “Involving state and local officials ensure standardisation

in affiliation process may not resolve the present
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concerns. Such organisations are ill-equipped to and ensure standardisation. Such sweeping changes
realise the educational needs of a nation that is at in such a short time in a diverse country like ours
.m
the crossroads of economic progress and social which caters to almost 28 lakh students requires
reforms. Schools might also find it difficult to adjust extensive discussions on various levels,” says Sunila
/t
to this change since the onus of accountability is not Athley.

clearly defined,” says Sunila Athley. The change in the curriculum and the exam pat-
The tendency to resist the change is another chal- tern can be quite effective if implemented in a
:/
lenge, which is a cause for concern. “Those who proper manner. “It would be quite effective in the
are acquainted with the old system, they might longer run as we have to prepare students for future
s
try to oppose the change. This is definitely going challenges and roles which would require more of
tp
to take place. But then at the same time, the new analytical, critical thinking and problem-solving
generation of teachers which is coming up is ready skills rather than just knowledge of the required
ht
to accept the challenges and the changes,” says field. Undoubtedly, to achieve the desired outcome,
Manoj Bajpai. the teachers will have to change their teaching tech-
niques and focus more on activity and skill-based
Teacher training required teaching and learning,” said Ambrish Singh.
Teacher training is another important aspect which
needs to be catered to. It needs to get revamped and What needs to be done?
has to be done well in advance before incorporating Even though this is a step in the right direction,
the new changes. “Teacher training colleges and there is still a lot which needs to be done in order to
their curriculum will also have to be revamped for make it a successful transition. “Before implement-
teachers to tackle these changes in the classroom ing the changes CBSE must consult with eminent
educationists, renowned principals, teachers and
Manoj Bajpai, scholars. There should be a survey of schools to get
Principal, Medi-Caps International School, Indore their opinion in this regard. CBSE should also carry
Once the teachers are trained, the students out an analysis and collate the reasons due to which
the CCE (Continuous and Comprehensive Evalua-
won’t face any issue due to the changes, because tion) pattern failed and then think of bringing about
that is going to benefit them in the future the new changes,” said Ambrish Singh.

India’s Best Schools COMMUNITY CONNECT
LEARNING TO CHANGE
THE LIVES
At Symbiosis International
School, Pune, community
connect is a recurring theme
in the institution’s quest
gz
to transform the country’s
Ma
educational landscape…
l_
by Faizal Khan
ta
W
hen the devastating floods ravaged large
gi
parts of Kerala in August, the senior stu-
dents of the Symbiosis International
School (SIS) were on their feet every day,
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collecting money and medicines for the people of

the southern state. Students of Class XI, who led
e/
the initiative, collected Rs.2 lakhs for the Chief

Minister’s Relief Fund, while also sending rice,
.m
sanitary napkins and medicines to the flood victims.

“It was the first live relief operation by SIS stu-
/t
dents,” says SIS Director Narendra Kumar Ojha.

The Kerala floods relief was the newest of the
school’s student initiatives in community partici- as a means to change lives. Founded in 2005, the
:/
pation. The SIS students have so far conducted SIS has quickly grown to become an influential
12,500 vaccinations for members of poor families institution on Pune’s educational map. The CAS
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in Pune district. Last year, the number was 6,000. (Creativity, Activity, Service) projects of SIS stu-
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The students have also adopted two villages - Bam- dents are closely linked to Pune’s society. Last year,
noli and Bhima Shankar - in Pune. In the last two Mallika Dutta, a Class XI student, conducted a
ht
years, SIS students have also participated in organ study on water borne diseases in the city by collect-
donation drives, adding more numbers into the ing samples of ‘panipuri’, a popular street snack.
efforts to give a fresh lease of life to many people. Dutta went on to test the samples in the lab and
published the results in a local newspaper.
Influential institution “Linking real time issues with class education is
The school, which follows the IB curriculum from important to find solutions,” says Madan Mohan,
primary years to Class XII, considers social service the Vice Principal and the school’s International
Baccalaureate (IB) Diploma Programme Coordi-
nator. The school, which has 120 students in the IB
Narendra Kumar Ojha, Diploma Programme and 40 teachers, was founded
Director, Symbiosis International School, Pune in 2005. With all the three IB programmes - Pri-
mary Years, Middle Years and Diploma - the school
Our academically rigorous curriculum is an essential relies on peer assessment on campus.
catalyst that fosters a desire for lifelong learning. We With an international outlook, SIS conducts
workshops every five years to create the school’s
aim to nurture adept netizens, promote inclusive- mission statement. “The mission statement is a
ness and unwavering integrity flag mast,” says Director Ojha. Understanding of

differences is a priority. “Other people with their
differences can also be right,” says the Director.
Leanings on art
Visual Arts is a major component in SIS education
with the school focusing on interactive art to engage
the students. “The idea is to spur thinking about the
different possibilities and ideas,” says Mohan, who
has been the DP Coordinator for the past ten years
and Vice- Principal since 2017. The response of the
viewer to an art work is given importance.
With Pune housing the iconic Film and Television
Institute of India (FTII) and the National Film
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Archives, the school also focuses on filmmaking
by students. There is also an emphasis on linking
arts and psychology to encourage analysis. With all
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the technology available on the campus, the school
strives to find a balance between gadgets and galva-
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nisation. There is excitement, the school believes,
in learning without the use of smart boards. “Smart
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boards take the teacher away,” says the Vice-Prin-
cipal.
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Brainstorming on campus
A Bistro mode of research allows the students to immediate action to repair the roads. In a forthcom-
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delve deep into subjects. “It could be researching a ing project planned by students, pictures of similar
topic or writing a philosophical essay,” says Mohan. civic problems would be taken for publishing in the
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The research and essay writing enables the students newspapers as a citizen journalist.
to understand a different point of view as opposed The community connect of the students is palpa-
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to conventional thinking. The students also seek out ble on the campus. “The SIS students regulate traf-
fellow students, teachers or school staff from differ- fic at a busy intersection near the school in Viman
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ent departments to obtain different views. Nagar every day from 7:15 am to 8:15 am, the peak
The students use the school laboratory to conduct hour,” says the Vice-Principal. Confidence and opti-
experiments to find answers to questions or ideas mism is the cornerstone of the SIS campus. Flaunt
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they have come across. For example: What is the the goodness that is given to you: that is the mantra.
effect of a sugary soft drink on a fern leaf ? Or a “When 50 people go out, they create pockets of
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more sports-related question such as: What is the goodness,” says Director Ojha.
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angle of release of the ball for a three-pointer throw

in a basketball court? The answers are obtained Lifelong learning
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through hard work. In the case of the three-pointer, “Our academically rigorous curriculum is an essen-
the student conducting the experiment would first tial catalyst that fosters a desire for lifelong learn-
take a series of photographs of the throw and use ing. We aim to nurture adept netizens, promote
a specialised software to analyse the motion thor- inclusivity and unwavering integrity,” says SIS
ough the assembled data. Director Narendra Kumar Ojha.
Three years ago, a Class XI student of SIS counted “Our effort has been to unify the world as one fam-
the potholes on two roads in Pune and submitted ily in order to produce successful, responsible and
a report to the municipal corporation, which took creative global citizens who, in turn, will strive for
excellence and the progress of society,” says Vice-
Madan Mohan, Principal Mohan.
Vice Principal, Symbiosis International School, Pune Symbiosis International School focuses on equip-
ping students with requisite skills and competen-
Our effort has been to unify the world as one family cies that will cultivate an ethic of service and enable
in order to produce successful, responsible and crea- them to be the architects of a sustainable world.
The aim is to impart education with befitting prac-
tive global citizens who, in turn, will strive for excel- tices, to inculcate good working habits, imbibe suit-
lence and the progress of society able social and cultural values.

Q. How can the regular teaching mode in If technology is used in teaching, it develops
schools become more interactive?
A. School education is the deciding factor in a retention, which becomes useful in future. If it is
child’s career. If it is proper and interactive, it is misused, it might be hazardous, making one
productive. A teacher is supposed to be highly addicted to it. If addicted to technology in learn-
interactive and innovative. Teaching is the most ing, the capability of the learners will be lower
delicate and an intricate process of education. If
a teacher’s approach is innovative, a child’s under-
standing would be faster in shaping him/her into a
wonderful person. For a teacher to be innovative is Q. Student security is of huge concern these
more important than anything else. days. Does your school ensure student safety?
A. Student security is my top priority. If they are
Q. How has your school used technology to safe and secure, the country is safe and secure.
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impart education? What are some of techno- Nowadays mishaps can be seen everywhere, so it is
logical inputs used? the first and foremost duty of the school manage-
A. All the classrooms are equipped with the mul- ment to provide a safe and secure environment for
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timedia system. Students are taught with the help children. Students are a soft target for miscreants.
of multimedia presentation. At LPS, contents are We provide high-level security to our campuses.
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made student-friendly. The practical approach has CCTV cameras are installed at all necessary points.
been increased by multimedia. Through multime- Guards are vigilant and inspect every nook and
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dia, even slow learners can enhance their compre- corner. The surveillance system is capable enough
hension power. When we use technology in the to detect the suspects. In a nutshell, I can say that
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classroom, we can retain the contents for further children are given full attention and care.
use and research.
Q. Any efforts to reduce exam stress?
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A. I personally give tips to students to reduce
IGNITING exam stress. They are in constant learning process

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throughout the session so they hardly suffer exami-
ENQUIRING
nation phobia. They are encouraged to play and do
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some extra co-curricular activities in order to avoid

the tedium of learning. They are given the tips of
MINDS
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meditation and mindfulness. Studies are made at

ease, not in the hurried race of learning.
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A. I believe in generating curiosity and critical

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thinking in a child. At LPS, teaching is imparted

S.P. Singh, Founder in such a way that a child’s mind is awakened. Our
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Manager of Lucknow Public motto is to ignite enquiring minds. Problem-solving

sessions are conducted every week. Debate and
Schools and Colleges, talks extempore speech competitions are organised and
students are given the opportunity to unleash their
to Amita Jain about what power of expression.
is needed to make India’s
school education more Q. How do you balance extra-curricular activi-
ties with academic performance?
vibrant… A. Extra co-curricular activities are the real param-
eters for measuring the potential of the students.
Those who perform in such activities can handle
their studies properly well. Our school gives a plat-
form for unique activities. For example, we organ-
ise Colosseum, an athletic activity which prepares
athletes. We motivate our students to maintain the
balance between the extra co-curricular activities
and academic efforts.

Decoding the Q. How does linguistics affect the culture or

vice-versa?
A. Every language belongs to some culture; the
multilingualism equation of multilingualism is very closely linked to

multiculturalism. What we try to do in this project
education in India
is to test as much as possible languages the child
speaks. Cultural comes into the variables, that have
to do with the environment of the child. It depends
on the school, but it also depends on from where the
Prof. Maria Tsimpli, Chair of English and child comes from.
Applied Linguistics, University of Cambridge, Q. Languages change from region to region and
in most of the schools in the urban areas, the
talks to Bhanu Pratap Singh about her
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primary language of instruction is English, so
multilingualism project in India … how does it affect the English language?
A. This is the question we are trying to answer.
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Q. Can you tell us about your research project It is not just about English; we are also looking
in India? at children whose home language is the language
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A. The project is called Multi-Lingualism and of instruction. In the case of English medium
Multi-literacy in Primary Schools in India. We schools, these children mostly fall in the category
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are focusing on children who are in classes four where there is a mismatch between the language
and five; the same children for two years to track of instruction at home language and language
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their development. Through this project, we want of instruction at school. But we do have a lot of
to find out that why the learning outcome is not other children, who go to Hindi or Telugu medium
what is expected, despite the fact that these chil- schools where Hindi and Telugu are not the home
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dren are multilingual. For this, we have developed languages. These children are faced with the same
a set of tools and tasks which look into the basic second language education, where the L1 (Lan-
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literacy like basic numeracy. We are also testing guage at home) one is different from L2 (Lan-
higher levels of numeracy by testing children on guage at school). So multilingual education is very
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mathematical reasoning, and also narratives which good and that shouldn’t be an obstacle, but there
are indicators of higher literacy. So we ask these are these obstacles. The first years of school are
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children to tell us stories based on pictures. These extremely important for the child to build vocabu-
tests are supposed to assess the cognitive abilities, lary and conceptual understanding.
such as working memory, inhibition and attention.
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Q. These days there are a lot of foreign lan-

guages in India that are being introduced, how
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is the English language coping with this kind of

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competition?
A. We know that children and individuals, who
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know more than one language, can learn a number

of others. It is much easier for them to learn a new
language than those who are monolingual. So there
is nothing wrong and I don’t think that the other
languages will be a threat in any way to English or
any other language.
“
The first years of school are extremely
important for the child to build vocabu-
lary and conceptual understanding. So if
this is in place in the language, the child then
knows that English or any other language can be
introduced and can transfer the skills such as
thinking and speaking

India’s Best Schools GUIDING FORCE
WHERE
TRADITION
MEETS
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TECHNOLOGY
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Pune’s Hutchings High School and
Junior College has been a guiding force
in education for nearly one-and-a-half ta
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centuries…
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by Faizal Khan Muskan Pathan, a Class X student of the school,

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scored 99.4 percent to earn the first rank in the
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hen it was founded by Methodist Church national ICSE Board examinations. Two other stu-
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missionaries in 1879, there were 49 students dents - Aditya Iyengar and Abrineel Chakraborty
learning their lessons in a rented house. - received 98.8 percent each to win the third rank
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Today, the Hutchings High School and Junior Col- in 2016-17 and 2015-16 respectively. “We have 100
lege has 3,045 students and 131 teachers and sup- percent results every year,” beams Principal Kata-
port staff on a campus lined with towering trees. wati. “More than 90 percent receive distinction and
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Situated in the cantonment of Pune, the school is 60 percent achieve above 90 percent marks,” adds
an integral part of the city’s life, serving the society Katawati, who taught biology at the school to senior
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for the past 139 years. students for 12 years before becoming the Principal
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six years ago.

Tradition and Modernity
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Credited with a rich legacy, the school has worked Contribution to society
well to strike the right balance between tradition “From academics to sports, we are trained at the
and technology. “We have adopted the advantages school to achieve excellence,” says Head Boy
of modern technology in teaching,” says Princi- Nemil Kamdar, adding, “this reflected in the way
pal Rita I. Katawati. “But we also believe in the we approach our studies and extracurricular activi-
traditional wisdom of instilling discipline in the ties.” A former student of the school went on to lead
young minds,” adds Katawati, who won the ‘Most the Indian women’s hockey team while another,
Influential Principal’ honour for India at the World Vandana Chavan, is a Rajya Sabha member and
Education Congress in 2016. While there are smart former Mayor of Pune.
boards, student portals, online student reports and
Nemil Kamdar,
sprawling computer labs, the school believes in
Head Boy, Hutchings High School and Junior College, Pune
reaping the benefits of technology in a discipline-
oriented environment. From academics to sports, we are trained at the
The school, which follows the ICSE/ISC cur- school to achieve excellence. This reflected in the
riculum, has had three national toppers in the last
three years, making it one of the finest schools in way we approach our studies and extracurricular
the country in academic excellence. In 2017-18, activities

GUIDING FORCE India’s Best Schools
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ta
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Importance of fitness Look Up, Lift Up

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One of the major initiatives by the school is intro- “The whole purpose of education is to turn mirrors
duction of a physical fitness assessment pro- into windows,” says a school slogan. The school’s
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gramme. The report, compiled twice a year, assess- history is a manifestation of such high ideals.
es each student from Senior Kindergarten to Class After the formation of the school in 1879, the
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XII on factors like agility, flexibility, power and school was renamed the Taylor High School in
speed. “Physical fitness is very important,” says 1890. The Women’s Foreign Missionary Society
Principal Katawati. “It is taking a back seat now (WFMS) of the Methodist Episcopal Church took
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with children spending long hours on their mobile over the education of girls of Taylor High School,
devices,” she adds. thereby leading to the formation of Taylor High
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The assessment, in January and June, is done School for Girls and Taylor High School for Boys.
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by students of a physical training college in Pune. In 1888, the Anglo-Indian Girls’ Orphanage and
Every student has a report card, indicating the Home with 33 children was founded by Miss Daw-
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various parameters of fitness. “We introduced it in ley, an American Missionary at Arsenal Road in
2017-18 because we felt the need for an assessment Pune. In 1893, this orphanage was brought under
and evaluation of health and physical fitness of each the supervision of Mrs. Emily Hutchings, a Mis-
of our students,” says the Principal. The initiative, sionary of Scottish descent and a member of
which emphasises on physical activity at home, WFMS. With the passage of time the Taylor High
will be a major element in addressing health issues School for Boys was closed down.
like obesity among children. “We must cater to an In 1913, the Orphanage and Home was merged
environment of physical and emotional wellbeing with the Taylor High School for Girls and Mrs.
of our children,” says Katawat E. Hutchings became the superintendent. ‘Mama
Hutchings’, as she was fondly called, received the
Rita I. Katawati,
Kaiser-I-Hind honour from the British-ruled Indi-
Principal, Hutchings High School and Junior College, Pune
an government in 1925 for her overall contribution
We have adopted the advantages of modern to the society.
technology in teaching. But we also believe in the The school is named after Mrs. Hutchings, who
passed away in 1943. Continuing to emulate the
traditional wisdom of instilling discipline in the ideals and service of Mrs. Hutchings, the school’s
young minds motto today is: ‘Look Up, Lift Up’.

India’s Best Schools INTERNATIONAL BOARD
ARE YOU OPTING

FOR INTERNATIONAL
BACCALAUREATE?
Here’s a low-down on all
you need to know before
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opting for the hugely popular
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International Baccalaureate
Diploma Programme (IBDP)...
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by Meghaa Aggarwal
O
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ver the last decade, Switzerland’s Interna-
tional Baccalaureate (IB) programme has
grown nearly ten-fold in India with close
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to 150 schools affiliated to it. While some

of them offer the continuum, which includes the
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Primary and the Middle Years Programme, a lot of

schools offer the IB Diploma which is equivalent to
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Classes XI and XII in Indian boards.

Parameswaran Muralidharan, Vice Principal-
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International Curriculum at the Oakridge Interna-

tional School, Newton Campus, Hyderabad, says,
“Today a number of Indians are going abroad for
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work and many NRIs are returning. This popula-

tion is well aware of the strengths of an interna-
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tional education and want their kids to be exposed

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to it. A lot of them intend to send their children

abroad for further studies and feel that the IB is a Shutterstock
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good gateway for this.” Subject choice

While there is no doubt that the IB programme is IBDP offers an enticing array of subjects. So, if a
a great choice for students, especially those heading particular subject is not your forte, but you want
overseas, it’s important to consider various factors, to study it you can choose to take it at the standard
particularly for those who intend to stay back in level. However, for students pursuing the diploma
India after pursuing the IBDP. programme, it becomes especially important to
carefully consider the subject combination keeping
Affordability future choices in mind. For example, students keen
IB is a relatively expensive board, with average on studying engineering or medicine should not
school fee across various states in India ranging drop maths and science.
from about a lakh of rupees to eight lakhs per Students intending to study medicine in India
annum. In some schools, it’s even higher. Hence, need to take all three sciences. Under the diploma
it’s important for students and parents to make an programme, they can typically only take two sci-
informed choice. ences. So, they can either choose to take the addi-
Many schools offer scholarships to meritorious tional science subject as an ‘extra’ certificate or they
students, especially in the higher classes, and inter- can apply for a non-regular IB diploma by opting for
ested parents can make inquiries about these. three sciences.

Today a number of Indians are going abroad for work However, those who switch from a local board tend
and many NRIs are returning. This population is well to struggle, especially during the initial weeks. This
can be very challenging. But students enjoy them-
aware of the strengths of an international education. selves once they get a hang of it,” says Muralidharan.
A lot of them intend to send their children abroad for
studies and feel that the IB is a good gateway for this Exam dates
Unlike the Cambridge Assessment International
Parameswaran Muralidharan, Education, which offers the A Levels, IB has not
Vice Principal-International Curriculum, Oakridge International School managed to shift its exams to March to coincide
Newton Campus, Hyderabad with other Indian boards. The exams held in May
tend to clash with various entrance exams in India.
Education counsellor Viral Doshi opines, “If stu-
dents are not busy applying to go overseas, then
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they have enough time to prepare for these entrance
tests along with the IB curriculum and will be com-
fortable in taking them concurrently.”
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Predicted predicament
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Towards the end of the IBDP, students are given
predicted scores based on their performance. These
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scores are used to seek provisional admission to
universities overseas and in India, which is only
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confirmed once the final scores are released in July.
In the past, the inexperience of teachers often
created problems with the accuracy of predicted
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scores. But today, this problem is not as common,

owing to a growing pool of experienced teachers.
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“IB results do not come out in the month of June

when college admissions begin, and there could be
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a chance that your actual scores are not in line with

your predicted scores, making admissions more of
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a problem. Delhi University, for example, does not

recognize predicted scores,” says Doshi.
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Converting to percentage
IB follows a grading system and students seeking
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Viral Doshi, admission to Indian universities need to ask their

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Education Counsellor school for percentage equivalence.

Quite often, these students need to grapple with
If students intend to remain in India and are not busy the astronomical percentage cut-offs at Indian uni-
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applying to go overseas, then they have enough time versities. “IB measures learning outcomes quali-
tatively and not quantitatively. Hence, there is no
to prepare for entrance tests along with the IB cur- concept of 100 percent in IB. Even the highest IB
riculum and will be comfortable taking both grade would convert to a percentage in the 90s,” say
Muralidharan. Hence, Doshi recommends that stu-
A rigorous curriculum dents staying back should focus on colleges where
Apart from the subject choices they make, students admission is based on entrance tests.
at the diploma level also need to complete allocated
hours for Creativity, Action and Service (CAS), Parting shots
write an Extended Essay and clear an additional The IBDP is a world-class education programme
module called Theory of Knowledge (TOK). These that not only moulds students academically but also
test the time-management, research and critical imparts valuable life lessons. Although it is better
thinking abilities of students to a great degree. integrated with university education overseas and a
“Students who have been through the IB pro- majority of students pursuing it head to foreign uni-
gramme from the middle or primary years are versities, in the last few years, a number of students
accustomed to the rigours of the curriculum. are also choosing to stay back and study in India.

Balancing
academics with
co-curricular
activities
Manju Lakhanpal, Principal of
DPS Shaheedpath Lucknow, talks to
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Amita Jain on how technology and
extracurricular activities can ensure
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holistic development of students...
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Q. Has your school integrated technology in Q. How do you ensure a balance of academic
education? Any ill effects? performance with extracurricular activities?
A. We go by the motto of Education-Technology- A. We have our students engaged in a lot of co-
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Sports and all our classes have smart classes which curricular activities on regular basis. We have large
make teaching more effective. Moreover, our teach- open areas for sports. Mandatory sports have been
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ers have been trained in using a variety of digital introduced where students can choose from various
tools. They all are a part of Microsoft Educator choices like cricket, volleyball, basketball, football,
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Community through which they learn about latest taekwondo, skating, table tennis, kho-kho and lawn
technology at work and adopt relevant teaching tennis. Furthermore, all students are encouraged
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methodology in classrooms. I think the ill-effects to participate in inter-school events for enhancing
of using technology are hardly any, except that in their oratory, literary and sports skills. These activi-
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general, the overuse of technology has taken away ties help students in their overall development.
active reading habits of students. To counter that, So, when a child has to miss classes for participa-
we encourage reading activities among students. tion and practice of co-curricular activities, we
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ensure that our students are guided by their teach-

Q. Students’ security is a huge concern these ers in extra time. We make sure that no student suf-
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days. How can schools ensure students’ safety? fers and the facilitators ensure the task completion.
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A. Yes, it is indeed a matter of great concern. Also, we try to take different students for different
Recent spate of incidents of violence against stu- activities, ensuring that all children participate in
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dents, whether in India or abroad, is very alarming. school events and don’t lose out in studies.
We have CCTV cameras monitoring the campus all
the time. We also keep organizing counselling ses- Q. Our students appear overburdened in terms
sions for students, and recently a batch of students of curriculum. How can we ease this burden?
has participated in an international project “Creat- A. Yes, I do feel that curriculum can be made more
ing Safe Spaces in School” to find more ways of precise and concise. It becomes very taxing for
promoting students’ security and safety. Measures students otherwise. We can ease this burden by re-
“
like these should be used by other schools as well. framing the curriculum, which is thankfully already
in process as per CBSE initiative.
When a child has to miss classes for par- Q. Any practices to reduce exam stress?
ticipation and practice of co-curricular A. We keep counselling our students, especially
activities, we make sure students are before midterm exams, during session ends and
near board exams. Even during preparation leaves,
guided in extra time. Also, we try to take different our teachers are always available for students.
students for different activities, ensuring that all Moreover, we also counsel parents alongside to not
children participate in school events over-pressurize their children.

COLUMN India’s Best Schools
CONVERT RIGHT
INFORMATION INTO
USABLE KNOWLEDGE
Dr. Jagdish Gandhi, founder of City Montessori
Schools, Lucknow, writes about how education
can become more interactive with the use of
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DR. JAGDISH GANDHI,
technology… Founder of City Montessori Schools, Lucknow
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S
chool education can be made more a hands-on experience on various soft- command over their subject. We at
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interactive, rather than just being ware and computer applications. CMS understand this need and there-
limited to teaching in the tradi- fore we have established an innovations
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tional manner. During the past decade, Going digital department, which provides expert
technology has become increasingly Learning at CMS has been made digital. guidance to the teachers.
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important in the lives of everyone, espe- With access to more than 1,000 interac-
cially the students. tive whiteboards in classrooms for their Blended learning
use, teaching has been taken to a whole Blended learning is a formal educa-
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Today, a number of schools have new level. An e-learning department tion programme, which involves com-
replaced their traditional classrooms facilitates the use of interactive white- bining internet and digital media with
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with smart classes, making use of the board resulting in the implementation traditional classroom methods that
electronic interactive whiteboard of new and improved ideas for more require the physical presence of both
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which makes the learning not only effective teaching and learning expe- teacher and students. While students
interesting, but it also encourages stu- rience. Currently, SMART Notebook still attend “brick-and-mortar” schools
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dents to pay more attention in classes. and TATA Class Edge are being used with a teacher present, face-to-face
Information is only a click away and as a teaching aide by the teachers on classroom practices are combined with
therefore teaching does not need to be their IWBs. computer-mediated activities regarding
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monotonous. Not only the teachers, but content and delivery. With the help of
the students too, use technology in the Teachers have to be great communica- the e-Learning Department, CMS has
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form of Internet-based applications on tors as it helps them to win the respect integrated online teaching in the class-
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mobile phones and computers. and confidence of their students and room to take teaching to the next level.
parents alike. Teachers need to strive
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The challenge continually to stimulate and motivate As much as we applaud academic

The challenge is to ensure that students the students through proper and inspi- achievements and the important role
have access to the right kind of infor- rational interaction. Their commitment of studying and training, we also ensure
mation that they can convert to usable and dedication are displayed through that children imbibe the true meaning
and applicable knowledge by using the their hard work which is based on their of education, which includes a sound
skills that they must acquire from their foundation of values, principles and
teachers. Therefore, teachers too have morals imparted with gentle guidance
to be well trained and must be in touch We give opportunities for and tender loving care. These values
with the latest trends in technology. our students and teachers like sharing, caring, honesty, integrity,
to engage in events that we hard work and respect for all inject the
Great emphasis is given to the train- most important ingredient in character
ing of CMS staff for the implementa- organize besides sending building. Such holistic education incul-
tion of various technologies and the them to other countries for cates in the child’s personality all the
CMS IT Portal is being successfully participating and compet- right sense of values required to help
used as a platform for automation of the student grow into a self-sufficient,
various processes. This allows staff ing in academic and extra- strong and capable individual in all
from different CMS campuses to have curricular spheres aspects of life.

India’s Best Schools BE FUTURE READY
DELIVERING
SMART
EDUCATION
TO A SMART
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GENERATION
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The CEO & Co-founder of Next Education
India, a service provider in the education ta
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sector, deliberates on what all ingredients go
into the creation of a 21st century school…
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Skills needed in the 21st century

Aspects like globalization, automation and chang-
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ing organizational structures are demanding a new

Beas Dev Ralhan kind of workforce. Specialization and skills are now
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CEO & Co-founder, playing an important role in defining the job market,
Next Education India and the responsibility of creating tomorrow’s tech-
nology leaders, innovators and inventors has now
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chools today are not what they used to fallen on the shoulders of educators. This brings us
be. Technology, pedagogy, the influence of to the question, are they ready?
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globalization, changing needs of organiza- The need for new knowledge and updated skills
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tions, have all influenced education to a in subjects like maths, languages and science has
great extent. This cultural shift is prompting educa- become the characteristic of modern education.
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tors to reform the existing traditional curriculum Students must also be taught how to apply this new
and provide students with a broader set of 21st cen- set of skills and knowledge to real world situations.
tury skills so they can thrive in a rapidly changing, For this, they need to develop a very broad set of
technology-driven world. With the changing times, in-demand competencies, which include the abil-
educators are also realizing the fact that traditional ity to think critically, solve new problems, develop
educational models are not adequate to fulfil the skills for communication and collaboration, create
learning needs of a generation that is growing up new tools to use new technologies and the ability to
consuming media on tablets and smart devices, is adapt to change very swiftly.
technologically aware and any information they
need is right on their fingertips. Education is more or less a science now
The education sector was technologically stagnant
for a large part of the last century. It’s only in the
The schools of tomorrow should transform them- last decade or so that the sector started to adopt
selves into the nerve-centers of productive learning, technology and innovative pedagogies with a con-
scious thought of stepping into the 21st century.
and help students in gaining specialized skills that Research in child psychology, how children learn,
will empower them to lead innovations of the future types of learners, new methods of instruction are

evolution. Creating a 21st century school requires
a complete rethinking and re-imagining, right from
the school design, infrastructure planning, class-
room design, play activities to pedagogies, type of
teachers and a whole lot more. Let’s see what goes
into creating the 21st century school?
School design
As Winston Churchill rightly put it, “We shape our
buildings, and afterwards our buildings shape us”.
It’s a fact that the influence of physical structures in
a given environment is enormous on human beings.
An institution’s design and physical structure
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becomes its characteristic over a period of time.
Focus on the aesthetic significance of the institution
will create a sense of belonging among students and
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also establish an inspiring civic presence.
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Classroom design
With the introduction of concepts like flexible
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classroom, makerspaces, mini libraries and des-
ignated areas for hands-on activities, educators
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can provide an engaging, efficient and an expres-
sive learning environment. Ideally, the classrooms
should be flexible and adaptive as per the changing
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Shutterstock requirements in instruction to support teachers and

to accommodate the diverse learning needs of stu-
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Specialization and skills are now playing an impor- dents. Adherence to sustainability, environmental
tant role in defining the job market, and the friendly design that allows maximum light and air
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responsibility of creating tomorrow’s technology flow would be a great advantage as well.
leaders, innovators and inventors has now fallen Pedagogies

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on the shoulders of educators It is fact that every student has his own individual
style of learning, therefore, it’s a challenge for teach-
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ers to identify which approach is right for instruc-

all being utilized by the sector to optimise the tion. A pedagogical approach will immensely help
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teaching-learning process. Today’s education is far teachers to know the strengths, weaknesses and
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more immersive and engaging than what it used to needs of individual students, group them together
be more than a decade or two ago. Thanks to digital and deploy the relevant pedagogies to increase the
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classroom solutions, resource management plat- effectiveness of instruction. Pedagogies like person-
forms, cutting-edge curriculum content and inno- alized learning, flipped classrooms, collaborative
vative pedagogies, the transformation of education learning, self learning, hands-on learning, gamifi-
is already underway. cation, visual thinking can be employed to improve
the overall learning experience.
The 21st century school To sum it up, the schools of tomorrow should not
With impending challenges and equally impressive only transform themselves into the nerve-centers
opportunities, today, the Indian education sector is of productive learning, but also help students in
at an interesting juncture. Many institutions today gaining specialized skills that will empower them
are forced to respond to growing technological to lead the innovations of the future. Schools should
pressures to serve a diverse group of students who create future citizens who are well equipped to
have very high expectations from their learning grapple the realities that tomorrow presents. The
environments. To face these challenges and grasp changing world demands a new kind of school that
the opportunities that lie in front of them, institu- can empower students with the skills, tools and
tions must swiftly evolve efficiently and effectively. knowledge to navigate the world where technology
Choosing the right components that go into creat- will be a dominant factor. So, I guess that’s our cue.
ing the 21st century school will be a part of this Let’s get working.

India’s Best Schools UNIQUE PEDAGOGY
TRADITION THAT BLENDS

WITH INNOVATION
Sardar Patel Vidyalaya’s unique pedagogy creates a deeply meaningful
education experience...
by Meghaa Aggarwal Indian private school. Our strength is our sound
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pedagogy that has withstood the test of time.”
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t is one of Delhi’s top-ranked CBSE schools,
but within its time-honoured tradition, there is The initial years
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little room for ranking and comparison. There When children join the school in the nursery class,
are no formal exams till Class VI, competitions they spend the initial two years immersing them-
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are judged on benchmarks and all students achiev- selves in the school experience. Tulika Kakkar,
ing it are awarded certificates. There are no first an alumnus and nursery teacher, explains, “Just
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or second positions, even in sporting events, and beginning to come to school is a big change in a
every student gets an A – although it might be an child’s life and for the first two years, we try to give
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A5 instead of an A1! them as much space as possible, while sticking to a
One wonders if such an approach works in a highly plan. The day usually begins with free play, when
competitive world, but then, the school has an envi- they can do whatever they like under the watchful
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able track record in terms of its class XII scores and eye of a teacher. After that I sit down with them,
alumni achievements. mark attendance and we talk about different things.
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As Principal Anuradha Joshi puts it, “We’ve never They are taught different concepts such as shapes
fit into the popular idea of an English medium and colours and encouraged to express as freely as
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Pradeep Krishnan GR
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s :/
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possible. For example, when we start teaching them We’ve never fit into the popular idea of an English
the English alphabet, we don’t begin with A. We pick
up an easier letter, like l, and we learn it phoneti- medium Indian private school. Our strength is our
cally and think about its shape. We don’t just write sound pedagogy that has withstood the test of time
the letters on paper, but also draw them on the mud
and play around with them.”
Anuradha Joshi,
Principal, Sardar Patel Vidyalaya, Delhi
The teacher is a constant companion during these
years. “We eat, sleep, play and learn together,” says While a few children do struggle because of the
Kakkar. After nursery, the school only accepts new initial emphasis on Hindi and then the switch to
students in Class IX and Class XI. English, they eventually come around with the sup-
port of their peers and the school. In fact, SPV has
Freedom to explore several notable alumni in the field of arts, science,
At SPV, freedom to explore is not restricted to the media and literature, including writer Aman Sethi,
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nursery classes. A famous anecdote from the school and actors Nandita Das, Swara Bhaskar and Suraj
relates to a student who, when he was in class III, Sharma.
was found skipping class to gather worms in the gar- Sukanya Banerjee, a middle-school English
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den. Instead of berating the boy, the teacher asked teacher and alumnus, remarks, “There are indeed
him to prepare a report on all that he observed. To some idiosyncrasies you might find in our students,
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everyone’s surprise, he brought out an entire book for instance, many of them, especially in class VI,
with minute details on the school’s environment! chant and count in Hindi and call tables pahade!
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Moreover, he also stopped skipping class. Their language logic also tends to be Hindi orient-
The simple act of allowing children to explore ed. But within a year they settle in. The school also
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their interests and respecting their decision not offers special classes for those who need more help.”
only builds their willingness to learn but also devel- Kakkar adds, “In many homes children speak
ops their sense of self-worth, encourages positive Hindi, while at school they are taught in English,
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behaviour and an increasing awareness of one’s and Hindi is a separate subject. They take a little
interests. time to adjust like they do in all schools and soon
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But how easy is it to encourage this freedom with- become effectively bilingual. It’s the same at SPV,
in the Indian system, especially since the school is except that we begin with Hindi.”
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affiliated to CBSE? “The system doesn’t dictate as

much as we think it does. It doesn’t tell you how to Attention to regional language
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teach and deliver in class,” says Joshi. In the middle school, children need to pick a fourth
language out of Gujarati, Bengali, Tamil and Urdu,
Emphasis on language which they learn till class VIII. Banerjee remi-
:/
One of the stand-out features of education at SPV nisces, “I am a Bengali, but in middle school I took
is its unique bilingualism. Till class VI, the medium Tamil and during the four years of middle school I
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of instruction is Hindi while English is taught as a learnt to effectively read, speak and write in it and
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second language. Thereafter, it changes to English can still do this.

being the medium of instruction. “Every year in December we have an activity
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“Educationists around the world and in our coun- week, where children read out passages, sing songs
try have emphasised on early education being con- and put up plays in all the seven languages. They
ducted in the mother tongue and why it’s important are exposed to a rich diversity of language literature
to teach young children in native languages. So, we in the country and get a great opportunity to hone
feel that we are ahead of the curve in India and the their hold over it.”
rest of the countries are coming around to our way The school also inculcates a healthy reading habit
of thinking,” elucidates Joshi. in its students. “Apart from the regular library, we
have a class reading list. From class II till class IX,
Tulika Kakkar, every month the children are given a book to read
Alumnus and nursery teacher, Sardar Patel Vidyalaya, Delhi and at the end of the month, they discuss it in class.
By the time they’re in class IX, many of our children
When we start teaching the English alphabet, we become avid readers and extend their learning
don’t begin with A. We pick up an easier letter, like I, beyond the textbook.
and we learn it phonetically and think about its “Even in these technologically-advanced times,
when it’s very common to find children hooked on
shape. We don’t just write the letters on paper, but to their digital devices, research shows that reading
draw them on the mud and play around with them a book is more advantageous,” explains Joshi.

India’s Best Schools EDUCATION TECHNOLOGY
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India’s Best Schools EDUCATION TECHNOLOGY
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by Amita Jain
CATCHING
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W
hen asked about the negative impacts of digi-
THEM YOUNG
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tal education in schools, Meeyoung Hong

Chang, Head of Child Education & Culture
Institute in Korea, asked rhetorically, “What do
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you think of when you see a knife? Is it useful or

dangerous?” She continued, “Yes there have been
VIA CREATIVE
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instances when people were stabbed with a knife,
TOOLS
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but does that entail putting away all the knives?

Does the solution lie in banning them? No. The
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issue here is not a knife, but what we decide to do

with it. What is important is to ask yourself, how do
you plan to use the knife!”
The word ‘Digital’ precedes 21st-century
The digital age education. Here’s an inquiry into the
Backed by digital adherents and billionaire techies
like Mark Zuckerberg, Bill Gates, among others,
promises offered by digital tools and
school education is entering its electronic epoch technology in schools…
with digital pedagogy, tools, technology and they
are being designed, customized and innovated for Recently, the Indian version of NuriNori, a state-
kids of all ages. Today we shop, bank, react online. of-the-art on/off-line material which is a household
We have even begun to find love online, and now name in South Korea, was launched in India for pre-
with new era IT kids, we are also taking our edu- school education. Within minutes, children could
cation online. “High-speed Internet access and a be seen taking turns to swipe the touch screens con-
balanced mix of digital and offline curriculum is taining learning material and multimedia content.
already the norm in most schools in South Korea,” On a pilot project run on NuriNori learning mate-
informs Chang. rial, Nidhi, a teacher from one of the participating

schools, said, “It has been a great experience taking Children develop best through play.
classes through NuriNori program. There are vis- With ICT, they can now experience
ible changes in children in terms of grasping the
concept as it is a more practical way of learning. the before and after effects. An
They are full of enthusiasm when we play and do important thing to consider when
activities. They are discussing, putting up questions digitizing education is how we can
and giving answers.”
implement technology in an age-
Meeyoung
E-ducation: Yesterday, today, tomorrow Hong Chang, appropriate manner. Even though
The idea of using tech for education is not so niche. Head of Child you provide multimedia content,
Back in 1928, Sidney Pressey invented the teach-
ing machine aimed at liberating the teacher and
Education &
Culture Institute
the teacher remains the key factor
pupil from ‘educational drudgery’ as he called.
gz
Everybody then thought that teaching will soon be
replaced by edtech (education technology). During says, “Teaching has changed over the years from
1960s, the wave died away and potential of edtech guru-shishya parampara to digital. At the heart of
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remained unproven. Fast forward to today, it would former was a teacher spouting lessons to a class of
be delusional to say that the model of lecturing, 50 students. Today, students are using computers
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cramming and written examination is going away to do research, make projects, type essays, learn
immediately. So, it begs the question, what is so dif- lessons and even for the craft. It has shifted teaching
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ferent this time? Why e-ducation is set to become and learning from one-size-fits-all teaching mono-
the order of the day when it couldn’t till now? logues to a more personalized approach. We are
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“The future of artificial intelligence, data aggrega- using WhatsApp and other such forums for instant
tors and robotics, and the presence of high-speed feedback and conversation with students and par-
Internet, cheap electronic smartphones, and avail- ents alike. I feel more like a coach now instead of
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ability of petabytes of data, presents a promising being a traditional teacher.”

picture. Today, anyone can develop a mobile app or
e/
an online game. Plus, we are sitting on a goldmine of The teacher remains an important cog
data and new data mining software have the capac- Though no one can deny that the future is digi-
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ity to predict how a pupil has performed, what are tal in education, the controversy surrounding the
his/her weaknesses and strengths and much more, role of a teacher in the education space remains.
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thus giving teachers an opportunity to intervene While Amazon Kindle may be enough for a child
at the right time,” says Himanshu Gupta, MD, S to visualize and read class notes, only a teacher can
Chand Group, a well-known name in educational make those class notes interesting and generate a
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book publishing. discussion around them. Chang says, “It is 21st cen-
tury and children are entitled and ought to have the
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One-size-fits-all is passé advantage of technology. However, the main aspect

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We are moving from blackboard, chalk and text- to consider here is that how we can implement
books to online tools for teaching. Papia Sarangi, a technology in an age-appropriate manner. Even
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teacher at Saraswati Model Sr. Secondary School, though NuriNori provides multimedia content, the
key factor is the teacher. A teacher needs to interact
with the kid, watch multimedia content together,
otherwise, it won’t work.”
Teaching has changed over the Papia Sarangi
years from guru-shishya parampa- Teacher, Saraswati NuriNori: At a glance
NuriNori is a smart learning programme for early
ra to digital...Today, children are Model Senior
Secondary School, childhood education from South Korea which has
using computers to do research, Dwarka been localized for the Indian market. Its design is
make projects, type essays, learn based on the idea of integrated learning where the
learning material, multimedia content and tablet
lessons and even for the craft. It converge to help children experience the world,
has shifted teaching and learning touch it and thereby learn about it. “It is first of its
from one-size-fits-all teaching kind programme in India in early education which
will handhold teachers through activity and theme-
monologues to a more personal- based lesson plans and on/off-line experience to
ized approach teach students effectively,” says Himanshu.

THE FUTURE
OF EDUCATION
Aloysius D’Mello, Principal of
Greenwood High International School,
Bangalore, writes on the role of technology
and how it has transformed the way ALOYSIUS D’MELLO,
education is being imparted in India….
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Principal, Greenwood High International School,
Bangalore
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P
opular human rights activist Mar- and more ‘fun’. Gaming will become a Developing critical thinking
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tin Luther King Jr. had once said, part of learning, as it teaches surviving skills
“The function of education is to in a competitive environment. An immersive learning process will be
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teach one to think intensively and to possible as new technologies are devel-
think critically. Intelligence plus char- Change in the attitude oped and adopted, and learning will
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acter – that is the goal of education.” Student strengths and competencies not stop at the ring of a bell. Literacy
Times have changed and technology will form the basis of formative assess- will not be the goal; the goal will be the
has influenced everything we do, includ- ments, and differentiation can be done ability to develop critical thinking skills.
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ing the education system. However, the focusing on the student’s innate abili- New content will arise, and old content
basic foundation of education has not ties and capabilities. Both teachers and will be made more robust. The Interna-
e/
changed. As Martin Luther King Jr had students will be able to access better tional Baccalaureate program, which
said, the goal of education will always be learning tools. Educators and facili- has always focused on holistic develop-
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to teach the future generation to think tators will better appreciate project- ment, will further evolve to incorporate
intensively. Nonetheless, the education based learning, and the content will technology, distance learning, multiple
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system will certainly take a different become more interactive. Attitudes intelligences and competencies, and
path, which will incorporate technology have changed towards traditional ways the other growing needs of a constantly
at every juncture. of teaching, and hence, a more dynamic changing world.
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way of teaching will develop, where

Personalising education technology will not replace educators Conclusion
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Technology will not only make it easier and teachers, but complement their On the whole, education in the future
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to reach out to a vast diversity of stu- teaching methods. will still be an essential way to help
dents but will enable teachers and edu- children acquire critical thinking skills.
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cators to personalise education. The Technology will play a significant

differences in learning abilities and Educators and facilitators role in helping educators, not replac-
competencies will not affect the pace will better appreciate pro- ing them. Distance learning will be a
of a class since technology can help norm and project work, internships
cater to multiple abilities and compe- ject-based learning... Atti- and experiential learning will become
tencies in a given timeframe. Adaptive tudes have changed more prevalent as both students and
learning platforms will enable teachers towards traditional ways of their families become more aware of
to engage students and interact with differentiated teaching and multiple
them and give them feedback, making teaching, and hence, a intelligences. New opportunities will
distant learning more personalized. more dynamic way of also rise as technology paves a com-
Technology will also enable students teaching will develop, pletely new path for the brave new
to learn on the go, and will probably be world. But critical thinking skills will
served in smaller units so that it can be where technology will not remain essential, and education will
consumed in an easier manner. Edu- replace educators and continue to foster that.
tainment will also become more main- teachers, but complement
stream as parents and students will In communication
demand education to be less didactic their teaching methods with Nimesh Chandra

Focus on
developing
21st century
skills
Dr. VS Garg, Hon. Education Advisor,
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Apeejay Education Society, talks to
Careers360 about various aspects of
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the group’s schools which make them
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stand out…
Q. How has your school used technology to ta

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impart education?
A. Our computer labs and classrooms are equipped to attend ‘Capacity Building Programmes’, being
with the latest multimedia hardware and software organised by government agencies like NCERT,
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with emphasis on Digital Aided Learning, Internet CBSE and NUPA. We also encourage teachers to
Education and evaluation through online projects. introspect, imagine and research by analysing, syn-
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We focus on the continuous evolvement of com- thesising and creating knowledge resources.
puter education programme to keep pace with the
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latest technological advances such as cloud com- Q. How do you foster curiosity and critical
puting, open-source technologies, internet tech- thinking in a child?
A. We encourage transferable skills such as analyti-
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nologies, ICT tools, etc. We incorporate extensive

use of Moodle Learning Management System in cal problem-solving, thinking skills, organisational
teaching-learning, with a dedicated account for leadership and interpersonal skills, through various
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each student and faculty, in order to promote col- projects and activities. We focus on the develop-
laborative lesson planning, enhanced transparency, ment of 21st century skills, viz. critical thinking,
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student engagement and active parent participation creativity, collaborative and communication skills.
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in their ward’s holistic development. Inquiry-based learning is promoted along with

teacher-directed sessions. The focus is not only to
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give a strong academic foundation to the students

training, and how do you go about it? but also the skill set required to be effective in any
A. Teacher training is an integral part of the teach- facet of their future life.
ing-learning process we adhere to. For us, it is the
backbone of the dynamic approach to education Q. How do you balance academic performance
that we follow. We have in-built systems to ensure and extracurricular activities?
our continuous and seamless in-service teacher A. We follow an integrated curriculum which
training programme, known as ‘Self Sustain- seamlessly includes both scholastic and co-scholas-
able and Continuous Programme for Professional tic pursuits. We ensure the physical and emotional
Development of Teachers’. We encourage teachers well-being of the students through a gamut of activi-
ties like sports, arts and crafts, performing arts,
yoga, gymnastics, etc. We strive to achieve a balance
Our classrooms are like learning studios where we between the creative as well as logical faculties
of the students so that the co-scholastic activities
put emphasis on group learning whereby students actually play a role in augmenting those faculties of
ideate, co-create, collaborate as well as evaluate the student which are desirable for better academic
their own learning performances.

India’s Best Schools SETTING STANDARDS
School of democracy,
diversity, inclusiveness
At Mahatma Gandhi International School, Ahmedabad, research and teacher
training enrich the journey of a municipal school to a model of international
education…
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by Faizal Khan Setting standards
Anju and Pascal joined hands with the Ahmedabad
I
t is a school, of the children, by the children, for Municipal Corporation to convert a government
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the children. It helps the wards learn from ini- school into a campus modelled on PPP. Thus was
tiators (the school’s term for teachers) trained born the Mahatma Gandhi International School,
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through years of in-house research. On the Ahmedabad, which runs the International Bac-
campus of Mahatma Gandhi International School calaureate (IB) Middle Years and Diploma Pro-
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in the heritage city of Ahmedabad, democracy co- gramme, Mission Laique Francaise for Grade
exists with diversity and inclusiveness. With such 4-12 students focusing on self -expression, critical
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a principled work ethics and values, it is no wonder thinking and autonomy, BTEC Skill Building Pro-
then that the school, named after the Father of the gramme for Grade 7 to 11 students, and Cambridge
Nation, is situated near the venerated Sabarmati Assessment International Education.
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Ashram, the soul of India’s freedom struggle. “The idea is when we can join hands, if we can
work with the government then perhaps we can
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A story of struggle make a better use of the infrastructure that already

The story of the school too is that of a struggle exists rather than creating more infrastructure,”
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-- against the apartheid in education. It all started says Dr. Chazot, the Honorary Head of School.
from an idea of educationalists Anju Chazot and For the school, it has been a great collaboration
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her husband Dr. Pascal Chazot. The idea was to for two decades. “It is a no-profit model. It is one of
start a school on a public-private partnership (PPP) the most affordable IB schools in the country.The
model. It was the year 1998, a full decade before idea was to bring in an innovative learning space, to
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Parliament enacted the Right to Education Act. bring in an international school that reaches out to
“Both Pascal and me were unhappy with our own the middle class as well as the poor along with the
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schooling experiences, so we decided to have a people from more elite sections of the society, to
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school where the children are happy, where learn- have diversity in the learning process,” says Anju.
ing is meaningful and purposeful,” says school
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Director Anju Chazot. “The education that tradi- Strong foundation

tionally is given to children is an education of day Once a municipal school, MGIS is today an interna-
before, which is not going to work if you want to tional school where students from countries such as
prepare them for tomorrow or day after. So, we are the UK, the US, Australia and South Kore come to
saying let us integrate the things that are going on learn with its students. The management of MGIS
today because if we don’t do that, we can’t prepare is run by a trust, with the Municipal Commissioner,
them for tomorrow,” adds Anju. Mayor and Chairman of Municipal School Board
besides Anju and Chazot as members. “All policy
Anju Chazot, decisions are taken by the trust and there is a lot of
Director, Mahatma Gandhi International School, Ahmedabad academic autonomy,” says Anju.
The idea was to bring in an innovative learning Experiential Pedagogy

space, to bring in an international school that reach- The active learning strategies and experiential
es out to the middle class as well as the poor along pedagogy developed by Dr. Chazot with the help of
researchers from the University of Paris 13 encour-
with the people from more elite sections of the soci- ages children to undertake projects linked to their
ety, to have diversity in the learning process own real life context, using an enquiry-based

We have no backbencher
or frontbencher. We use
space and body to learn.
There is a lot of move-
ment in the class
Ravinder Kaur,
IBDP Coordinator, IBDP Coordinator
and problem-solving approach. It is a methodol-

ogy inspired by the theories of philosopher Jiddu
Krishnamurti, psychoanalyst Sudhir Kakar and
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Mahatma Gandhi as well as Swiss psychologist
Jean Piaget, Soviet psychologist Lev Vygotsky,
American philosopher John Dewey, French edu-
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cational reformer Celestin Freinet and German-
American psychoanalyst Erik Homburger Erikson.
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“One of the important elements of our pedagogy
is that we use project-based learning,” says Anju.
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“We map the projects for the subjects they are going
to be learning and their competencies are inte-
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grated. Secondly, we are also using a lot of available
resources for learning. Thirdly, we are using the
body and the senses to learn, which means the five
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senses, but nowadays we are also using a lot of the

sixth sense, or what we may call, the intuition, in the
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learning pedagogy. Pascal and I have developed it

and we brought it into the teacher training and into
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the curriculum,” she adds.
Learning through projects

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The results of experiential learning are evident.

A short film on the city’s heritage made by the
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students was bought by the Gujarat government to

promote sustainable tourism. When Ahmedabad
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got the tag of India’s first World Heritage City last

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year, the school gave inputs for a new undergradu-

ate course on Heritage Management by the Uni-
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versity of Ahmedabad. “The students learn how to

integrate their city into the curriculum,” says IBDP
Coordinator Ravinder Kaur. The students have
made films for the Election Commission of India
on voter awareness and designed posters on voters’
pledge, which was signed by 7.1 million people.
The learning happens in a bench-less classroom
that leaves the space open to experiment and do
activities. “We have no backbencher or frontbench-
er,” says Kaur about internally-designed tables that
fold into the walls. “We use space and body to learn.
There is a lot of movement in the class,” she adds.
No wonder, the school has become a site of study
for different boards, including NCERT and CBSE.
Educators and students enrolled in B.Ed colleges
in Gujarat and abroad come to study the school’s
innovative practices.

India’s Best Schools ONE PLANET ACADEMY
E-NABLING ENVIRON
WWF-India’s One Planet
Academy is a digital
intervention that takes
environmental education
online, making a plethora of
resources available in a click...
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by Meghaa Aggarwal
G
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lobal emphasis on Environmental Educa-
tion (EE) emerged in the 1970s and India
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was among the first countries to formalise
it in its education system. Today, EE is a
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widespread discipline. While colleges offer it as a
specialised course, at the school level it is taught as
a separate subject in primary classes and is infused
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into the curriculum of all subjects in the middle and

senior wings.
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Entry of WWF
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In 1969, World Wide Fund for Nature (WWF) set

its foot in India and very soon started the movement
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Nature Clubs of India, making nature experience

the very basis of imparting environment education. school curriculum prescribed by national educa-
However, times have changed and to keep pace tion boards. It seeks to make its users participate in
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with the changing times, the organisation, with conservation action, inspiring the entire school to
support from Capgemini India, recently launched become an environment-friendly unit.
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a new initiative – One Planet Academy (OPA) – an Students can enjoy a collection of nature-inspired
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online portal (https://academy.wwfindia.org) that stories and comics in the ‘Let’s Read’ section of the
offers a variety of EE resources for teachers, stu- portal. Full of adventure, humour and information,
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dents and schools. these are bound to grip avid readers. There are also
Radhika Suri, Director of the EE Division at exciting quizzes to take and badges to win.
WWF-India, says, “The advent of technology is
making educational material available on the fin- Let’s watch, play, explore
gertips of children today. WWF-India recognises For those who prefer to hear and see, the ‘Let’s
this shift in teaching and learning mediums and Watch’ section contains animated movies and
OPA taps into the affinity of kids for the digital adventure tales. From the depths of the ocean to
medium to help expand the reach of environmental
education in the country.” Rohan Chakravarty,
Environmental cartoonist & illustrator
Something for everyone
One of the hallmarks of this programme is its Comics, like the ones on OPA, are a great way to
Whole-School Approach. OPA is not limited to learn about conservation. They are action-packed,
select groups of teachers and students involved with there are lots of pictures to look at and minimalist
EE, but is available to every student and staff mem-
ber upon free-of-charge registration. The content text, and yet, they allow one to sit down and think
on OPA is interactive, engaging and is aligned to the about what’s happening

MENTAL EDUCATION
Popular environmental cartoonist and illustrator
Rohan Chakravarty, who has developed a series of
16 comics and a web-game for the portal, says, “No
other website, at least in India, is devoted exclusive-
ly to making students aware of the country’s natural
heritage in so many engaging and interactive ways.
“Comics, like the ones on OPA, are a great way to
learn about conservation. They are action-packed,
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there are lots of pictures to look at and minimalist
text, and yet, they allow one to sit down and think
about what’s happening.”
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The portal has a separate login for teachers, where
they can find a variety of EE-related activity and
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project ideas. It also features a teacher’s forum
and online teacher training courses conducted by
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WWF-India.
Schools that register on OPA become part of
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WWF-India’s One Planet School Programme.
They not only have access to the portal, but also get
to participate in the Wild Wisdom Quiz – India’s
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biggest and only national-level wildlife quiz, and

Eco Trails – an experiential programme that con-
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nects individuals with nature and biodiversity.

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Implementing OPA
Environmental consciousness does not exist in a
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vacuum. It needs social capital to thrive. Formalis-

deep within forests, these take viewers on spectacu- ing EE into the curriculum has ensured that stu-
lar trips, through fascinating audio-visuals. dents today are far more environment conscious
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The ‘Let’s Play’ section features a variety of enter- than before. However, a lot still needs to be done
taining adventure games, word games and trivia to translate environmental education into environ-
s
quizzes. It proves that learning can be fun and even mental action to save the deterioration of natural
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games can be useful tools to gain knowledge. resources.

There’s also a ‘Let’s Explore’ section which car- Since the launch of OPA, WWF-India has been
ht
ries information about the various laws that are actively promoting workshops based on various
enforced for the protection of wildlife and environ- sections of the portal. “We’ve conducted work-
ment, the organizations which have made it their shops on green careers, drawing comics with green
mission to look after the planet, and people who humour as well as teacher orientation sessions
have been working diligently towards achieving on using OPA to embed EE in classrooms. With
this. the kind of population India has, OPA has a huge
ground to cover. We plan to go into vernacular
Radhika Suri, languages to maximise outreach and work together
Director, EE Division, WWF-India
with various partners.”
The advent of technology is making educational Corroborates Chakravarty, “OPA has not only
helped me showcase my work but has also con-
material available on the fingertips of children today. nected me to an audience much younger than my
WWF-India recognises this shift in teaching and usual reader base, who have had many inquisitive
learning mediums and OPA taps into the affinity of questions around my comics.” Indeed, Chakravar-
ty’s comics have been so popular that earlier this
kids for the digital medium to help expand the reach year, the organisation published them as a book,
of environmental education in the country The Great Indian Nature Trail with Uncle Bikky.

Flexibility in
choosing subjects
Shanti Krishnamurthy, Director of
Academics and Administration of Chinmaya
International Residential School, Coimbatore,
shares the school’s USP with Careers360…
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Q. How is IB education changing India’s educa- activities during their free time and at the same time
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tion system? handling academics also very well.
A. The IB education system came into India at
l_
the time when our educationists realized the hol- Q. Choice of subjects defines the students’ fur-
lowness of the existing marks based system of ther studies. How does your school guide them?
ta
education. That is when people across the country A. Career counselling desk in our school plays a
realized the damage that how we have lost the glo- vital role in guiding students to the right choice of
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rious inquiry-based system of education. People subjects. Students get clarity not only on subjects
got excited about the IB system and started to lean but also on the choice of universities. We do have
towards it. The then chairman of CBSE Ashok a full-time guidance counsellor in the campus. She
Di
Ganguly did mention in one of the forums, in the organises to get a good number of universities to
late nineties, he has introduced higher order think- visit the school. Students are well informed and
e/
ing questions into our system after researching on they do have clarity where they want to go and what
the IB curriculum. The genesis of CCE is indeed an subjects they want to take. Our alumni also play an
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impact of the IB education. important role in guiding their juniors. The applica-
tion process is handled by the students themselves.
Q. If a child takes part in extracurricular activi-
/t
ties regularly, how do you balance the same with Q. How does your school use technology to
academic performance? impart education?
:/
A. It is a misnomer that academic performance A. We do not have prescribed books for teaching
gets affected because of extracurricular activities. IB. Hence, a lot of reference materials are used by
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They, in fact, complement each other. Boarding students using the Internet. Technology plays a
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schools have an advantage in that. Students get vital role in IB education. But yes, all students sign
to participate in sports, art and music activities an agreement with the school and assure us that
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regularly. Quizzing, creative writing are all impor- they use technology appropriately. No misuse is
tant activities students are engaged in. The secret permitted.
behind all these is that the students are not wast-
ing their time going on Facebook or using mobile Q. How do you foster curiosity and critical
phones or playing video games. Here they use their thinking in a child?
time productively, and who says students today A. The flexibility in the choice of subjects is indeed
lack concentration? We have students engrossed a great advantage in the system. We offer so many
“
in painting, drawing, photography and other such choices or combinations of subjects and even if
two or three students want to take a particular
subject we allow the students to study the subject.
The flexibility in the choice of subjects is That ensures personal attention from the teacher.
indeed a great advantage in the system. The International Baccalaureate programme at
We offer so many choices/combinations our school is customised according to the needs
of the students. There is always excellent rapport
of subjects and even if two or three students want between the students and the teachers and we are
to take a particular subject we allow the students able to foster curiosity and critical thinking without
to continue the subject much of a challenge.

“
Q. Your thoughts on the need to change tradi- Identifying the individual needs of slow
tional teaching mode in schools... learners and figuring out what makes
A.With technological advancement where so much them less interested in learning should
of information is available for students and teach-
ers, the scenario of regular teaching mode in schools be the priority in dealing with them. Remedial
is changing towards a more interactive mode. Smart classes with changed teaching methods can help
boards are replacing conventional blackboards in
classrooms, online activities are becoming a part of
teaching and students are actively engaging them- Q. Choice of subjects defines one’s future. How
selves in learning process through online portals does your school guide students on this?
where teachers and peers are available even beyond A. Pressure from parents is of foremost concern.
the walls of the classroom. Over the years, we have Most parents want their wards to be a doctor or
moved to increased use of AV and educational an engineer and force their wards to take PCM/B
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software, controlled edu-tabs with wi-fi, project- subject combination. Peer pressure is another influ-
based learning, panel and group discussions, moti- encing factor. This is where schools have to play
vation through rewards or special recognition and an important role. Every stream is good on its
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exchange program with other schools at national own, depending on one’s abilities and aptitude. We
and international levels to make our mode of teach- conduct simple tests to make students realise their
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ing more interactive and interesting. potential, counsel students as well as parents keep-
ing in mind their ambition and tell them about the
ta
Q. How can our school education system deal scopes of different streams.
with slow learners and low scorers?
A. When one looks at the psychology of slow learn- Q. What about teachers training?
gi
ers, majority of them feel stressed to concentrate on A. It is mandatory for all teachers to attend at
a particular subject for an hour or so. The problem least four teacher training programs per year. We
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becomes grave when teachers don’t make an effort also conduct annual conference on “Progressive
on interacting with them. Identifying the individual Teaching Methodologies” as a part of annual Fac-
e/
and figuring out what makes him/her less interest- ulty Development Program which is mandatory for
ed in learning should be the priority in such cases. all teaching staff, including school principals. Our
.m
We have Special Educators and Counsellors to deal teachers also attend CBSE Faculty Development
with the slow learners and those who don’t score Program where department heads act as CBSE
/t
well. They identify their individual needs and try to resource persons. Each department has its own
dig to the root cause, that is, if it is due to emotional club activities and each club organizes guest lec-
stress, or they are overburdened, or teaching meth- tures, workshops, national-level seminars which
:/
odology needs to be improved etc. These children help teachers keep abreast of new developments.
are given counselling to improve their study hab-
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its, attention, understanding etc. Remedial classes

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with changed teaching methods, focussing more on

visuals can help. Teachers of remedial classes are
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instructed to be more patient with these children.
Interactive teaching
is the order of the day
Dr M Kasturi, Principal, Birla Balika Vidyapeeth
Pilani, speaks to Amita Jain on strategies to deal with
slow learners and other challenges of the
school education system...

India’s Best Schools COLLABORATIVE LEARNING
by Faizal Khan
T
he Director’s office in Hiranandani Upscale
School (HUS), Chennai is unlike any other.
There is no large desk and revolving chair
that symbolise authority in similar surroundings.
Instead, Mehran Akhtarkhavari sits in one of the
four chairs around a small table, leaving the large
space in the room empty except for a sofa set where
he receives visitors. “I don’t have a desk,” says
Akhtarkhavari, a vastly experienced educationist
who took over as Director last year. “I believe in
working around the space.”
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Founded in 2011, HUS runs a full IB programme
at its environment-friendly campus in the vicin-
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ity of Chennai’s IT Park. With such creativity and
construction happening around the school, HUS
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believes in preparing today’ children for skills of
tomorrow rather than preparing them for careers.
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“By 2030, over half of jobs in careers avail-
able to people haven’t yet been identified,” says
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Akhtarkhavari, who has worked in schools in four
continents.”Over the next 12 years, those jobs are
LAUNCHPAD
going to be identified,” he adds.
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Nurturing Creativity
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HUS, therefore, places its priority on nurturing
FOR THE
creativity. The school helps the children to be flex-
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ible, adaptable, skilful and be good collaborators

and commentators. The campus culture revolves
/t
around creating an environment that is conducive to
FUTURE
learning, understanding and creating. The essence
of philosophy of education at the school is learning
:/
together, investigating together, asking questions

and drawing conclusions. “It doesn’t matter if the
s
answer is right or wrong,” says Akhtarkhavari.

HUS, Chennai is preparing today’s children
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Teaching and learning must go hand in hand to for skills of tomorrow by creating an
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benefit the progress each child in his educational

journey. “While there is no manual to teach the
environment that is conducive to learning,
skills of collaboration, communication, critical understanding and creativity…
thinking and creativity, it is vital that the environ-
ment fosters an attitude where a child can be coura-
geous, explore, inquire and learn. HUS is that very To prepare the children for skills, the school puts
school,” says Dawn Lwakila, the Admissions and emphasis on continuous training of teachers. “The
Activities Coordinator. IB training helps our teachers instil conceptual
learning which focuses on skill development rather
Learning skills also means putting challenges than mere outcomes,” says Lwakila, who has spent
before the student. “Education is about the journey over two decades involved in international educa-
rather than the destination,” says Akhtarkhavari. tion. The Admissions and Activities Coordinator,
That approach of the school fosters innovation. whose work has spanned many countries and con-
“Collaboration along with nurturing creativity will tinents, says, “Our in-house training is focused on
lead to innovation,” says the Director. “The future carefully chosen topics that address the current
generation will look more at solutions to the prob- needs of our students and skills teaching staff.”
lems,” he adds. Having an international curriculum helps. “The IB

Today education is about the journey rather than
the destination…Collaboration along with
nurturing creativity will lead to innovation. The
future generation will look more at solutions to
the problems
Mehran Akhtarkhavari
Director, HUS Chennai
to promote self-awareness and self-motivation. The
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students are taught to reflect on their learning
and skills of time management through constant
support and guidance. The process of mentoring
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through the concept of family builds up the rapport
and confidence in the students.
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“The onus of learning is put primarily on the
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students. Hence, a continued dialogue between
the family teacher and the student along with the
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parents is encouraged,” says the DP Coordinator.
The students create their own time lines. Instead of
programme is innovative in its design. It is always the traditional parent-teacher meetings, students
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looking at better practices,” says Akhtarkhavari . are encouraged to share their learning and reflec-
tions through student-led conferences. Students
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Learning Innovation are often encouraged to pursue the Diploma pro-

HUS students get real-time experience in inquiry- gramme by choosing subjects from all six groups,
.m
driven learning in their visits to the factories of including the arts.

global industrial giants in Chennai. “The students
Focus on Values
/t
are able to see how each of the internal processes

works to make a final product and connect it with “What we keep in the forefront of all we do at HUS
their learning in the classrooms,” says DP Coordi- is that academic achievement is only of value if it is
:/
nator, Shirin Bagchi, about such a visit to an auto- coupled with good character,” says Lwakila, whose
mobile plant. “They moved seamlessly from passive area of interest is helping schools develop charac-
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learning to being actively engaged in the learning ter-based programmes. “This is put into practice by
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process. The various divisions and importance of the whole school community and even the parents
each department in creating a business and prod- at home focus each week on a specific virtue,” she
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uct was witnessed by them leading to a transfer of adds. One week it may be justice, the next it could
learning,” adds Bagchi. be self-discipline. The students take turns deciding
how to present the virtue to their fellow students
The IB Diploma programme at HUS is designed and the teachers incorporate it into their teaching
and learning. “Regardless of nationality, religion or
culture, these aspects of good character and virtues
are our place of unity which we all hold in common,”
Dawn Lwakila, Lwakila adds.
Admissions and Activities Coordinator, HUS Chennai
While there is no manual to teach the skills of The school believes in education creating a sus-
tainable and visible impact in the community. “We
collaboration, communication, critical thinking have various religious cultures and backgrounds,
and creativity, it is vital that the environment but virtues are universal. That is where we can come
fosters an attitude where a child can be together,” says Lwakila. “We have to go beyond
tolerance. We need love and kindness.” The school,
courageous, explore, inquire and learn. HUS is which has a full IB programme, witnessed its first
that very school Diploma batch last year.

India’s Best Schools EMERGING TRENDS
TECHNOLOGY: THE BIG

INFLUENCER
Technology has changed the way students are being taught these days.
It is not just academics, but the entire gamut of schooling that is being
influenced…
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by Bhanu Pratap Singh Tech tools
When it comes to technology, there are a number of
S
ince the time technology (especially digitalisa- tools which are helping students to gain knowledge.
Ma
tion) has come into our lives, the way we do Use of ERP is a major tool in this regard. ERPs are
things has changed completely. In the initial divided into two parts, academic and administra-
l_
stages, it was used only for teaching purposes in the tive. “The power of spreading and gaining knowl-
classrooms. Off late, things have changed a lot. Now edge can be substantially increased with the help of
ta
technology is being used for almost all the school technology. How technology is used to disseminate
activities, be it teaching, managing homework or and absorb knowledge is a different matter,” says
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bus route etc. Everything is being managed by ERP Devender Goyal, a school ERP expert.
(Enterprise Resource Planning) nowadays. “ERP software is being used by almost all the
(private) schools from academic purposes such as
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Obvious changes the distribution of homework or maintaining the

Some clear-cut changes have taken place in the attendance to administrative purposes such as bus
e/
education sector in terms of using technology; the route information and fee payment. ERP is being
most obvious one being the idea of smart learning. used for almost all its functions,” adds Goyal.
.m
“The most visible change that technology has made

to the process of imparting education is the con-
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cept of smart learning. Tools such as smart boards

and interactive gadgets are changing the face of
education today,” says Pradeep Sharma, the Vice-
:/
Principal of Plenum School, Himachal Pradesh.

Search engines such as Google have made it easier
s
for everybody, not just the students but also for the
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teachers and parents to get information in a matter

of seconds. Personal devices such as mobile, tablets
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and laptops have given the students a sense of con-

nectivity. “Children feel more connected when they
have the ability to see and hear things on a device.
Distance learning and e-learning platform are also
educating the masses,” adds Sharma.
Pradeep Sharma,
Vice-Principal The Plenum School, Himachal Pradesh
The obsolete methods need to be overhauled.

However, some traditional practices, which have
proven to be exceptional, need to be reinforced.
We need to embrace technology as we have
embraced various changes over the past century

Gaming for education?
It might sound absurd, but developers are working
towards bringing the two together. Zigor Hernan-
dorena Juarros, Senior Project Manager – Fun
Learning Department, Ubisoft, believes that games
can be used for education purposes. “Regular games
very effectively teach the player everything he/she
needs in order to play the game. Same games can
serve as effective tools for learning skills for the 21st Zigor Hernandorena Juarro
century if used in the classroom as supplementary Senior Project Manager,Fun Learning Department, Ubisoft
material. In order to do this, we need to fight digital
illiteracy,” says Zigor.
Games can serve as effective tools for learning
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Challenges skills for the 21st century if used in the class-
Bringing technology and education on level field
is far from easy. From misusing the information room as supplementary material. In order to do
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to reluctance to learn and bring technology in the this, we need to fight digital illiteracy
mainstream and lack of infrastructure in most of the
l_
Indian schools are some of the challenges.
“The major hurdle is the lack of adequate infra- in an inclusive manner.“How do you make a game
ta
structure in our nation. Internet connectivity is for coding which is as appealing to women as it is to
catching up but it is still far from satisfactory. Vil- men? You develop an application in VR or virtual
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lages are often left with no electricity for the major reality because it is futuristic but then how do you
part of the day and thus smart school cannot func- make VR for blind people? It is challenging, but we
tion there. People are usually reluctant to accept will have to develop something,” explains Zigor.
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changes. A typical school teacher here would prefer

a blackboard to a smart board to avoid the hassles Problem of plenty
e/
of learning a new system themselves,” says Sharma. Another challenge is the problem of plenty. “There
Another challenge is in using education technology are around 10,000 ERP software currently avail-
.m
Shutterstock able in the market. It is very easy for unemployed

engineers to create ERP software and sell it to
/t
schools. The problem lies in the fact that most

of these engineers do not completely understand
various processes of the school, yet they develop the
:/
software and do some basic customisation accord-

ing to the school’s profile. In most cases, such ERPs
s
are not user-friendly,” explains Goyal.

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Adverse effects
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Technology appears to be a boon and at the same

time a curse. The risks cannot be ignored. “The
Internet, for example, is a pool of unchecked mali-
cious content. Children are extremely prone to
get swayed away by it these days. Smartphones
are becoming a source of distraction rather than
a medium of imparting education. It is quite easy
for a student to find readymade assignments on the
Internet and thus the temptation to work hard is
withering away,” says Sharma.
The need for change

“We really need to embrace technology as we have
embraced various changes over the past century,”
advises Sharma. “I don’t think the next generation
will have the choice but to go digital,” is Zigor’s
parting shot.

Different
strokes for
differently
abled
Founder-President of Tamana
Association, an NGO supporting
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individuals with intellectual
and developmental disabilities,
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Dr Shayama Chona shares
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her thoughts with Meghaa...
Aggarwal…
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because every teacher needs to have a basic knowl-
edge of teaching children with disabilities.
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Traditional schools do not have the resources to
Q. Much has been said about having special meet the needs of students with disabilities. They
educators in traditional schools versus separate also need therapeutic intervention, such as speech
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schools for children with special needs. What is and physiotherapy, (and) necessarily need training
your opinion? in skill development for future employability.
e/
A. It is important to have inclusive education as There is also a lack of flexibility in the curriculum.
per the Right to Education Act. But all disabled CBSE makes it mandatory for children to study
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students cannot be in regular schools due to the Maths till class 10, unless they produce a certificate
severity of their disability. of disability! We offer Class 12 certificates to our
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Disability is of many types, physical, intellectual, students through the National Institute of Open
emotional -- (some like) dyslexia and hyperkinesia Learning as it allows them the flexibility they need.
can be integrated more easily than others such as
:/
blindness. All schools need to have psychologists Q. Teaching methodologies for the differently-
who can assess a child before admission to under- abled have yielded some fantastic approaches
s
stand if she or he has special needs and if these can to education. Any ideas you think can be intro-
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be met by the school. duced into traditional education in India?

If in a class you have some children with very spe- A. Differentiated teaching is very important in all
ht
cific needs, the other children may find it difficult classrooms. Also, instead of point-to-point per-
to pull along with them, while they may feel angry centages – 98.1, 98.2 – we should have grades to
or frustrated about not being able to cope. This can avoid unnecessary comparisons and demotivating
lead to antipathy among the children, as they don’t children. For college admissions, only grades in rel-
understand each other and unfortunately, neither evant subjects should be considered and we should
do the adults around them. also have course-specific aptitude tests.
Teachers in traditional schools are often unable
to deal with such a situation by engaging in effec- Q. Has vocational training picked up?
tive differentiated teaching. We need a separate A. When my daughter Tamana was born, people
paper on special education in our B.Ed programmes didn’t understand disability. She had cerebral palsy
and they thought I was cursed to have a child like
that. Today, she is 49 years old and there is a marked
All schools need to have psychologists who can shift in people’s understanding. We have a PwD Act,
Accessible India campaign, books on children with
assess a child before admission to understand if disability. People have far more exposure and this
she or he has special needs and if these can be has certainly helped. However, skill development
met by the school and jobs remain very limited.

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gz
Ma
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ta
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India’s Best Schools ALUMNI CONNECT
INDIA’S GATEWAY TO
KNOWLEDGE
Campion School, Mumbai’s leading boys’ school, is a glowing example of
strong alumni connect…
by Faizal Khan school received 98.4 percent and 44 of the 67 boys,
gz
who appeared in the Council examinations, got a
F
ounded in 1943 in the historic settings of 90-plus percentage. The school average was an
Fort, Mumbai, the Campion School is an outstanding 92.2 percent.
Ma
institution that has contributed immense-
ly to nation-building. Many of India’s top Acts of kindness
l_
industrialists and politicians walked the school’s The school, which is celebrating its Platinum Jubi-
campus facing the sea. The Tata Group’s JRD Tata lee this year, has embarked on a unique social ser-
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was a student of the Campion School. So was indus- vice action to mark the occasion. “Our PTA Social
trialist Kumar Mangalam Birla. Congress MP and Service Committee will implement 75 ‘Acts of
gi
author Shashi Tharoor sat on the Campion bench, Kindness’ during the Platinum Jubilee Year,” says
so did former Union minister Praful Patel. the Principal. The Platinum Jubilee celebrations,
“There were only two schools in the Fort area in
Di
those days,” says Paul Machado,the modest Princi-

pal of Campion School. “There was John Connon
e/
School and there was us,” adds Machado, who has

been the principal for the last 15 years. The school,
.m
situated in the precincts of the Mumbai heritage

buildings, was set up by Jesuit missionaries and
/t
named after its patron saint and British Jesuit

priest Edmund Campion. It started as a primary
school in the Marine Lines from a small building,
:/
before arriving in the present two-block building.

The Fort campus is only one of the three Campion
s
schools in the country. The other two are located

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in Bhopal in Madhya Pradesh and Tiruchirapalli

in Tamil Nadu.
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Uniform and uniformity

The school, which has a neighbourhood-friendly
policy in admissions, caters to the nearby Colaba
and areas around Fort. Students are from differ-
ent economic backgrounds, poor and rich sitting
together wearing the same uniforms. “There is
uniform and uniformity,” jokes Principal Machado,
who teaches geography. There are as many as 40
children from under-served communities studying
at the school on scholarship every year.
The school, which is accredited to the ICSE
Board, has classes up to Grade 10. There is a total
of 830 students and 49 teachers. Many of Mumbai’s
senior secondary schools eagerly wait for Cam-
pion students to join them because they are the
city’s pride. This year, the highest scorer of the

donate solar lamps to eight families in Dhanu,
Mumbai. Scholarships to children who live on the
city’s pavements, children’s books and toys for
patients of Wadia Hospital’s Centre for Children,
and art competition for municipal school children
were among other initiatives.
Strong alumni connect

“Our Parent-Teacher Association is very active,”
says Principal Machado. A strong tradition of for-
mer students connecting with the current genera-
tion is a highlight of the school’s aim to prepare its
pupils to serve the society. Many former students
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return frequently to their old campus to talk to the
students. When there is a career fair at the school,
there are plenty of experts, incidentally all former
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students, to come and counsel. Recently, one of
such visitors was advertising guru, Ramesh Naray-
l_
anan, president of the Indian Chapter of Interna-
tional Advertising Association. “The children ask
ta
questions to the experts and are always eager to
know how Campion helped them in their lives,”
gi
explains the Principal.
High ethical standards

Di
An emphasis to high ethical standards is a priority

on campus. A sense of moral and ethical behaviour
e/
in today’s conflict and distrust was the topic of

one of the talks held in the school recently. Princi-
.m
pal Machado believes in the significance of school

assemblies, which he sees as an integral part of
TATA MEMORIAL Hospital receiving a donation for treatment of cancer afflicted children
/t
learning. “We have theme-based assemblies every

month,” he says. In September, the theme was
which started in December last year, have already ‘Respect’. Another such theme was ‘Religious Intol-
:/
witnessed 46 such “Acts of Kindness”. “The initia- erance”. “Children spoke about it in the assembly,”
tive includes sensitising children about the millions adds the Principal. In August this year, the school
s
of those young children who are left out of educa- students took upon themselves the responsibility
tp
tion. Teaching science and mathematics to children of organising an inter-faith dialogue on the campus.
from poor families is one such step,” he added. Representatives of the civic society and religions
ht
Educational kits were supplied to poor children came to attend the dialogue. Partnerships with
in December last year and they were invited to voluntary agencies are established for awareness
the famous Cricket Club of India in Mumbai for programmes on the campus on important subjects
a Christmas evening. In January, the school col- such as child abuse and drug addiction.
laborated with the Terry Fox Run to raise nearly
10 lakhs rupees. Nearly half of that amount was Exchange programmes
contributed to the Tata Cancer Education Fund Exchange programmes by the school with the Cole-
for Children. In February, the school tied up with gio San José Villafranca, Spain and another school
the voluntary organisation, Chirag Foundation, to in The Netherlands encourage students to learn
from each other. The Campion has a twin school,
Paul Machado, a rural school in Talasari, Maharashtra, an area
Principal, Campion School, Mumbai
populated by the tribal community. Campion stu-
The initiative includes sensitising children about the dents regularly visit the rural school to teach its
millions of those young children who are left out of students while the rural school students come to
stay and study in Campion. Recently, the Campion
education. Teaching science and mathematics to school helped the Talasari school build a Chemistry
children from poor families is one such step laboratory for themselves, their first.

India’s Best Schools ADVISORY
BUSTING
by Ramneet Kaur
W
ith the growing competition, the stress of
THE EXAM
performing well in board exams is also
increasing. Board exam is one of the most
crucial phases when students go through the
extreme psychological pressure of seeking admis-
STRESS
sion in top universities as well as meeting the paren-
tal and school expectations. “Many students misun-
derstand that their lives depend on the results of the
board exams. Although, some of them get this idea
from their peers or family, for others it is a product
of their own mind. Stress levels are increasing
The performance in board exams mostly
gz
among students as there are increasing demands
on them to multitask and compete for their overall determines the future course and career for
development,” says Swati Sharma, a student coun-
students. So, what are the key strategies to
Ma
sellor at Amity Global School, Gurgaon.
cope with the board exams stress?
l_
Need for student counselling
In a competitive scenario, board exams appear to
ta
students as terrified border field, as if their lives will
end if they don’t achieve desired scores. It is some-
gi
times due to this exam pressure and anxiety that
students look for someone to help them, and there-
fore, a student counsellor’s role becomes crucial.
Di
Swati Sharma says, “Parents and teachers should

help students perceive board exams as a challenge
e/
rather than as something scary. This would lead

to positive eustress rather than distress in stu-
.m
dents and help them perform better. Parents should

keep realistic expectations from their children
/t
and should avoid doing comparisons with other

children as every child is different. The positive
and healthy atmosphere should be at home and in
:/
school. Negative criticism and use of demeaning

language should be avoided for low achievers.”
s
It is the fear of letting down the parents which

tp
mostly makes students victims of stress. Therefore,

it is very essential to make parents conscious of the
ht
fact that every child has his own strength as well as

limitations and unrealistic expectations will only
cause the anxiety and stress among the children.
Preparing for exams without stress

Advising students on how to prepare for the exams
without stress, Sharma, says, “Students should be
engaged in regular study and revisions. They should
prepare a timetable for themselves and follow it
religiously.” She is of the view that regular study
will not only help the students in getting prepared
for the exams but also boost their confidence and
enable them to face the exam without any stress.
Tackling the exam stress

In order to overcome the exam stress, Swati Sharma
suggests that some positive changes in lifestyle

need to be adopted by students. She says, “Practic- Usha Albuquerque,
ing mindfulness and yoga during their board exam
INTERVIEW Director, Careers Smart
years would equip them to deal with exam stress
better. They should keep good sleep patterns, eat
healthy, must adopt a positive attitude towards
THE STRESS POINTS
exams along with engaging in regular and sufficient
relaxation time.” Q. With growing competition, isn’t the
As only when their mind is at ease they will be stress level also increasing among students?
able to perform well in the exams.to benefit in the A. Stress for students has increased for two rea-
future. Former students are often invited to the sons. The first is that our higher education system lays too much focus
campus for school events, an inspirational talk or on marks obtained rather than on the actual learning and knowledge
lectures on specific topics. They also pitch in to gained by the students. Under such a system, a student able to learn
contribute to the school’s website. Old students by rote the “perfect answer” to a question scores better marks than
gz
write blogs for the school’s website and engage in another who does not. There is no scope for creativity, reasoning or
intense alumni networking, giving advice and direc- articulation. Secondly, there is stress among students because there
tion. “Former students are also invited into campus are limited colleges and institutions of high standard and admission
Ma
programming, creating a sustained relationship of is mostly on the basis of the same school board results.
engagement and stewardship,” says Sharma.
l_
Q. Board exams have always been seen as the most stressful
Shutterstock period for students. How do you think it can be combated?
ta
A. Today a majority of students are victims of poor teaching. So tui-
tion factories flourish, where exam survival skills are taught instead
gi
of real knowledge. There is little learning for the sake of knowledge,
expertise or interest. As long as marks are the only criteria for selec-
tion to a college or university, there will be stress for the students.
Di
The dependence on coaching classes and tuitions is destroying school

level teaching and it needs to be curbed. The goal of education is to
e/
prepare you with learning and skills for whatever the future may hold
in store, not just for getting into the best institutions. Also, students
.m
should participate in extracurricular activities to generate broad

knowledge as well as develop social and interpersonal skills.
/t
Q. Since you have been counselling students for so long, are

there any specific issues which students keep on facing?
:/
A. Students tend to restrict their study options only to a few well-

known colleges and institutions in India. Today there are many new
s
institutions of excellent academic standing, faculty and infrastruc-

tp
ture, so students should broaden their search. Moreover, there are

also so many different courses of study that can open up employment
ht
opportunities for young people – these too should be explored. Every

individual has a range of different talents and any one of which could
enable them to carve out a successful career.
Q. Is it only board exams stressing the students or parental pres-

sure of performing well is the real culprit?
A. Parents play an important role in motivating their children. They
must refrain from exerting pressure or extending their own ambitions
onto their children. Most importantly, parents should not transfer
their anxieties onto their children, or burden them with unrealistic
expectations. Not everyone can make it to the top institutions or
courses, so it is good to be aware of alternatives and courses for stu-
dents who are unable to meet the cut-off requirements. Parents can
also help to create a suitable environment for study. A separate part
of the house where the students can have peace is essential; a limited
number of distractions, while also ensuring that there are sufficient
relaxation periods are other ways in which parents can help.

India’s Best Schools CRADLE OF LEADERS
LEARNING
TO LEAD BY
EXAMPLE
The Hyderabad Public School, Begumpet
stands tall as a school for the children of
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jagirdars to a workshop for the world’s
future leaders…
Ma
by Faizal Khan
l_
T
he Hyderabad Public School, Begumpet (HPS), which is celebrat-
ta
ing its platinum jubilee this year, has the rich legacy of being nur-
tured by the country’s top leadership. Decades later, the school,
gi
in turn, nurtures top leaders for the world. Former Indian President
Dr S Radhakrishnan was the first Chairman of The Hyderabad Pub-
lic School Society, which runs the school. Today, the school has on
Di
e/
INTERVIEW
.m
‘WE ARE ALL

/t
LEADERS AND IT IS
:/
THE SAME WITH Skand Bali,

s
STUDENTS’
Principal, The Hyderabad
Public School
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Q. How does a school like yours with students from Class I to XII
ht
At least 50 percent of the student’s progress will

prepare young leaders? depend upon the academic quality of the school and
A. If leadership is about exerting influence, doesn’t every person in in particular upon the personality and ability of the
some way or another, to some extent exert influence on someone else? science teacher. A great school teacher is one whose
We may or may not realize the impact of our influence but in some way actual lessons may be forgotten but whose living
our presence/absence or words/behaviour can bring about a major or enthusiasm is an inspiring power. The classroom
minor change in another person. That being the case, we are all lead- and the teacher provide the inspiration to motivate
ers. It is the same with the students. I believe that all students have the the students. Simply put, leadership and motivation
potential to be a leader. To hone this ability of theirs it is important to are like brother and sister. Strong affiliation with
teach them critical thinking, problem solving and independent decision the classroom and teacher will inspire a student to
making skills. The best way to prepare the leaders of tomorrow is to get fulfil his or her potential.
their ‘thinking muscle’ tuned up! And that is exactly what we do at HPS,
we allow our students to think for themselves. Q. Are the teachers given periodic training?
A. Yes, we arrange workshops, talks and profes-
Q. How do classroom and the teacher fit in to inspire young minds? sional development sessions for the teachers from
A. A student may have interest in science and be generally ambitious time to time. Teachers are also encouraged to share
to do well in school and progress to a good college for further studies. their experiences so as to learn from each other. We

its alumni roll leaders like Microsoft CEO Satya
Nadella, Mastercard CEO Ajaypal Singh Banga,
Adobe Systems CEO Shantanu Narayen, NASA
vice president Satish Reddy, former Union HRD
Minister Pallam Raju, former Indian cricketer
Venkatapathy Raju, cricket commentator Harsha
Bhogle and former Andhra Pradesh Chief Minister
Kiran Kumar Reddy.
Linking past and present

From its birth in 1923 as a school meant for the
children of jagirdars (feudal landowners), the insti-
tution has come a long way. Situated on a sprawling
gz
campus in the heart of Hyderabad, the school is a
training ground for the world’s future leaders. The
school maintains strong alumni connect for the cur-
Ma
rent students to benefit from the former students
who are global leaders. “There is a collaborative
l_
effort between student activities and alumni rela-
tions,” explains Amritha Chandra, who heads the
ta
English Department. “Current students organise
reunions of former students on the school campus
gi
and interact with them,” says Chandra. “Student
SEVERAL HEADS of global corporations, including Microsoft CEO
editors get in touch with successful former students
Satya Nadella (in the picture with students) are HPS alumni
for an article in the school magazine,” she adds.
Di
e/
have a dedicated team of teachers who are open to new challenges and A. We encourage them to take up various case
.m
possibilities and are always eager to learn anything new. studies on different issues and present them in the
school. A Department of Progressive Learning has
Q. Is the admission policy aiding leadership development goals?
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also been set up in school to nurture that further.

A. I’d say no. Schools should not have admission policy for leadership An Original Thinker Award has been set up for
development. Rather each school should have a policy document to students to come up with creative ideas in any field
:/
make leaders from kids, post-admissions. It is what school delivers to its of their interest, which the students will present
students, which decide leadership development rather than any admis- before a jury. We are also going to start an entrepre-
s
sion policy. All students who are taken need to be given the opportunity neur club on the campus very soon. Apart from this,
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to become leaders. We have no bias in admission policy and open our there are regular visits outside the school and many
gates for all from all communities. HPS is a ‘mini India’ in all sense. We visitors are invited to discuss issues with students,
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feel pride in our student and parent community and make leaders for where students learn from the interaction.
all spheres from our diverse community.
Q. What is the link between the school and
Q. How does our traditions and the heritage of the great city of the community to benefit each other from the
Hyderabad help in nurturing tomorrow’s global leaders? school’s strong leaders around the world?
A. Our traditions have taught us to worship our teachers as well as the A. We have an old students’ association, which not
material of learning. Hence, there is an inbuilt respect for learning. Sim- only interacts with the school community, but also
ilarly, Hyderabad has produced great leadership, from Nizam’s times to contributes in every sense. Our old students visit
our current global leaders. Children have a very sharp and critical mind our campus regularly and encourage students not
in their growing age and hence they not only analyse everything criti- only to excel in life, but also motivate them to make
cally, but at the same time make their role models. Hence, the traditions a difference to the society at large. Our children
along with rich heritage history of Hyderabad play a big role in develop- and old students also contribute to the social cause
ing tomorrow’s global leaders. Our motto is ‘BE VIGILANT’. This too together. Social and community service is one of the
helps in the learning for tomorrow’s leaders. core values HPS stands for. There is one common
thread, which binds current as well as former stu-
Q. How are the children taught to face the challenges to contem- dents: the values of empathy, care, acceptance and
porary world and find solutions? humility imparted in them by the school.

India’s Best Schools CRADLE OF LEADERS
There is a strong emphasis on linking the past There is collaboration between student activities
heritage of the school with the present for the and alumni. Current students organise reunions
students to benefit in the future. Former students
are often invited to the campus for school events, of former students and interact with them. Stu-
an inspirational talk or lectures on specific topics. dent editors get in touch with successful former
They also pitch in to contribute to the school’s web- students for articles in school magazine
site. Former students write blogs for the school’s
website and engage in intense alumni networking, Amritha Chandra,
giving advice and direction. “Former students are Head of English Department, The Hyderabad Public School
also invited into campus programming, creating a
sustained relationship of engagement and steward- Billimoria, Chairman, Cobra Beer, Megha Patodia
ship,” says Chandra. Mittal, Chairman and MD of Escada, Sanjaya Baru,
senior journalist and former Press Secretary to the
gz
Inspiring young minds Prime Minister, and musician Talat Aziz. Harsha
Nadella visited the school in February last year, Bhogle, a former student, and now a well-known
spending long hours on the campus and interacting sports commentator, has credited his flawless dic-
Ma
with the students. The Microsoft CEO inaugurated tion and command over English language to his
the Turner Library and Ramandeep Kaur Samra English teacher, S W Chandrasekhar.
l_
Centre for Performing Arts on the campus. He also The school sows seeds of leadership in the young
played cricket with the kids, discussing technology minds very early. One of the initiatives is instilling
ta
topics like robotics. The school ensures that there prefectoral responsibility from Class 1 onwards.
is a continuous connect with the former students, The students are encouraged to lead the school
gi
who regularly visit the school and even write letters from early years. The school nominates students for
to students. “Much of what I have achieved in the the Global Young Leaders Conference. Workshops
corporate world may be attributed to what I learnt and lectures are regular on the campus for students
Di
in the classrooms and the cricket grounds at HPS,” to sharpen their knowledge and focus from experts
a humble Nadella told the students. in various fields. Recently, HPS student Tarunim
e/
The school’s tradition in nurturing leadership is Jamal travelled to a climate change conference in
inspiring the young minds in a big way. Says Head Germany to present a paper. HPS students regu-
.m
Boy, Srinivasa Ikswaja Chelluri, “The innovative larly take part in the Green Olympiad, National Sci-
approach of our school in catching us young and ence and Cyber Olympiads and the International
/t
training us through activities that range from cher- Math, English and French Olympiads.
ishing diverse cultural values, voicing our honest
opinion on issues to spending quality time with the History and Tradition
:/
aged and the needy have moulded us into strong The school opened its doors to students beyond
leaders with a zeal to serve society courageously the children of jagirdars in 1951 when the jagirdari
s
and with empathy.” system was abolished by the government of a free

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Among the former students of HPS are Prem India. An all-boys school, it went co-educational in
Watsa, Chairman, Fairfax Financial Holdings, P the ‘70s. The school offers scholarships instituted
ht
Ashok Gajapathi Raju, former Union Minister for by the Telengana Welfare Department to children
Civil Aviation, India’s Permanent Representative from backward communities.
to the United Nations, Syed Akbaruddin, Lord An inclusive institution, the school runs classes
from pre-primary to Class XII. Affiliated with the
Srinivasa Ikswaja Chelluri, ICSE and ISC Boards, the school has 3,500 stu-
Head Boy, The Hyderabad Public School dents. The 152-acre area of the school houses two
synthetic and four cemented basketball courts, six
The innovative approach of our school in hockey fields, eight football fields, four volleyball
catching us young and training us through courts, four tennikoitt courts and three clay courts,
activities that range from cherishing diverse two synthetic tennis courts and one obstacle course.
The school follows a constructivist approach to
cultural values, voicing our honest opinion on academics with a strong emphasis on the learner
issues to spending quality time with the aged rather than the teacher. Multiple Intelligence theo-
and the needy have moulded us into strong ries have been a popular basis for reform efforts
within education, underlining the fact that students
leaders with a zeal to serve society courageously represent a diversity of cognitive strengths and vari-
and with empathy ous ways of learning.

We see everyone as a learner, including

parents, students, teachers and the school
leadership. We create an environment of
learning, one where the expectation is that
you do try new things and ideas and not just
go for the easy win
of the areas that international schools can address

are our more homogenous socio-economic status.
A lot of schools are embracing that change too
gz
through scholarship programmes. To have people
from different economic backgrounds is important
too to really push back against the polarization
Ma
occurring today.
‘INTERNATIONAL
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Q. You see your school as a ‘laboratory of learn-
EDUCATION IS A ing’. Would you elaborate?
laboratory ta
A. At our school, we look at taking risks in the sense
of being a little more adventurous in our thought.
gi
We expect mistakes and failure and errors and that
OF LEARNING’
is how we learn, which develops a growth mindset
vs a fixed mindset. A laboratory of learning is where
Di
everyone is being a learner. We see everyone as a

learner, including parents, students, teachers and
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the school leadership. We create an environment of

Ted Mockrish Ed.D., Head of School, learning, one where the expectation is that you do
.m
try new things and ideas and not just go for the easy
Canadian International School, Bangalore, win. You need to step outside your comfort zone
in conversation with Faizal Khan discusses
/t
to truly learn. You need to try to see other people’s

perspectives. The idea of a ‘laboratory of learning’
how international education can do away is one where we are all stretching and growing. We
:/
with close-minded stances… are not just doing things that cater to tests.
s
Q: What is the role of art in the work of an

tp
Q. How does international education help the educator?

student respond to the increasing challenges of A: The arts, we are talking about creative writing,
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conflicts, climate change, racism, refugee issue, poetry, theatre, film, music, fine arts or visual arts,
fundamentalism, corporate greed? all of that to me is human expression. In terms of the
arts as an educator, there are so many reasons why
A. Every time we pass through the gates of an inter- it is critical for students to have. One of things we
national school we are not checking our own cul- see today is a shift away from funding the arts. This
tural heritage and coming in. We look to embrace, is really misguided. Academic learning is enhanced
value and celebrate each other’s cultural heritage, by the arts, not hindered by the time spent in crea-
their religion, their perspective, their orientation. tive pursuits. Collaboration, creativity, synthesis,
And that requires understanding, understanding communication -- all of what high performing aca-
differences. So, by being directly involved with demics strive for is because of the arts, not in spite
other people, it becomes harder to maintain dog- of that. The idea what artists do and what educators
matic or closed-minded stances. Whatever cultural do, and what teaching and learning is, and what we
background our families and teachers come from, it want for our students, they go hand in hand. At CIS,
is harder to hold on to rigid stances when you meet we want our students to spend more time analysing
and interact and become aware of other perspec- and synthesising and creating the highest aspects of
tives. So, I think the direct involvement with people the human mind and expression and thinking, not
from all walks of life is a really important thing. One the rote memorization.

India’s Best Schools ADDRESSING SPECIAL NEEDS
Sandeep Mukherjee
Chief Academic Officer,
Sunbeam Group of Educational
Institutions, Varanasi
S
low, as we know, is a relative term that essen-
tially indicates the ‘speed’ factor of a ‘motion’.
Now, critically speaking, motion has a direc-
tion but speed does not have any! When we try to
measure ‘learning’ or ‘learning capacity’ in terms
of these variables, it becomes really difficult to fix
gz
a learner with the tag of ‘slow learner’. A learner, if
slow, compared to learners of peer age group, may
be so because of his or her differential cognitive
Ma
skills and his or her inability in striking a balance
between what the learner has to learn and what he
l_
or she can learn. Learning slow definitely is not any
sort of disorder, but yes, it is essentially a personal
ta
trait of a learner which a teacher has to identify
in time so as to accommodate the learner differ-
gi
ently in the learning environment.
Factors influencing slow learners

Di
In many researches on human psychologies in the

past, it has been found that slow learners are fond
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of making friends and being befriended but lack

necessary preliminary social skills to maintain or
.m
foster relationships among those of the age group.

Does this indicate that they feel intimidated by the
/t
‘able’ ones or that they can’t understand complica-

tions of relationships as easily as the ‘average child’
does? So, peer influence is the most local social
:/
THOSE
cause that affects the slow learners. Next is the
duality of ‘I Can’ & ‘I Cannot’ – the constant war a
s
child keeps fighting within. In the process, he/she

tp
does learn and recover nuggets of knowledge that is
WHO LEARN
expected from him/her – but at a slower pace and
ht
to a lighter depth than others! Complexity of today’s

learning environment, to a large extent, is also
responsible for not allowing slow learners to pick
up things at a faster pace. Reasoning skills being
compromised, inability to comprehend multiple
instructions, loosely knit coherence between cause THINGS
DIFFERENTLY!
and effect equations of tasks are few reasons why
they learn slow and less.
Is slow teaching an answer for slow

learners?
Not exactly! If learning is slow, it principally estab-
lishes the fact that the learner needs to be illustrat-
The Chief Academic Officer of Varanasi’s
ed, preached, handled and taught differently – not Sunbeam Group of Educational Institutions
essentially slowly. Of course, this demands extra
care and time from the teacher for the slow learn-
busts the myth that slow learners have
ers. Some schools make ability sections so as to learning disorder…

It doesn’t matter just how slow you go
so long as you do not stop…slow
learners suffer from a meek pace of
learning but not from any learning
disorder. It is not a diagnostic catego-
ry that needs special education or any
special treatment
parents need to modify and calibrate their expecta-

tions from these children. Repetition, repetition
gz
and repetition is the only mantra that a teacher of
slow learners needs to practice hard.
Ma
Is slow learning only an academic
phenomenon?
l_
It doesn’t matter just how slow you go so long as you
do not stop…slow learners suffer from a meek pace
ta
of learning but not from any learning disorder. It is
not a diagnostic category that needs special educa-
gi
tion or any special treatment. All it needs is a hum-
ble amount of special care and extended amount of
attention span for these kids. In most cases, it has
Di
been observed that these kids fail to submit assign-

ments in time or fail to reproduce the learned in the
e/
given format or are unable to think rationally and

critically when exposed to analytical problem-solv-
.m
ing exercises. All these symptoms are ubiquitous in

an academic delivery system confined in teaching
/t
curriculum resulting in some testing modules. An

academically identified slow learner may not essen-
Shutterstock
tially be a slow learner if exposed to other fields of
:/
bring in uniformity of teaching and learning among performing skills, viz, sports, music, technology, art
all in the group. Students of similar IQ level are etc. It is so, because, when the learner breaks off the
s
grouped together and they are then taught the cur- barriers of conventional learning patterns, he/she
tp
riculum differently. This makes them learn things finds things more interesting and engaging for them.
differently and sometimes opens up unfathomed Appreciated with recognitions, these kids may do
ht
depths of knowledge even for the so-called ‘slow wonders, despite being slow learners, in fields other
learners’! Teachers teaching slow learners should than academics.
regularly undergo refresher sessions of intervention
programs designed to understand the needs of slow How big a problem is slow learning for
learners. Their approach toward the learners has the NexGen?
to be motivating all the time, making alternative If not a problem, slow learning surely is a cognizable
modules of learning available to them. Teachers and deficiency that needs to be dealt with vis-à-vis the
challenges that lay before the NexGen kids. When
it comes to conquering horizons beyond limit and
before time, slow learners surely are going to face
When the learner breaks off the barriers of con- bigger challenges in future. With the advent of man-
ventional learning patterns, he/she finds things machine interfaces, things are becoming easier for
more interesting and engaging for them. Appreci- slow learners. Newer techniques and methods are
being researched every day and the world is surely
ated with recognitions, these kids may do won- taking turns to bring in smiles on the faces of every
ders, despite being slow learners, in fields other learner. ‘Slow and Steady wins the race’ – thus goes
than academics the idiom!

MOVING
AWAY FROM ROTE
LEARNING
Amy K. Marx, Head of International Primary
Programme, Heritage Xperiential Learning School,
Gurugram, shares her views on creating true AMY K. MARX,
gz
Head of International Primary Programme,
experiential learning for students… Heritage Xperiential Learning School, Gurugram
Ma
S
ince joining Heritage Xperien- instruction to maximize student learn- in classrooms, where teachers-in-train-
tial Learning School in Gurgaon, ing is to design lessons and curriculum ing can plan and try out lessons with an
l_
India, on the 9th of July this year, that require active student participa- experienced mentor teacher working
after over 20 years of leadership of tion. Gone are the days of classrooms side-by-side with them to guide them
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public schools in the United States of where students used to raise their hands and provide them with the time for
America, I have been grateful to be a and teachers used to call on them one by thoughtful reflection, feedback, revision
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part of a school in India that is work- one while others would simply wait or of their practice and the opportunity to
ing passionately and diligently to cre- daydream since they know the chance try a lesson again and demonstrate their
ate true experiential learning across its of them being called on is very low. own growth as a teacher.
Di
entire school which engages students Effective schools design lessons and It is my understanding that most
in active learning and exploring deeply classrooms where all students are teacher training and education pro-
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through authentic projects. actively involved in answering and grams in India do not provide this kind
This type of learning is centred on reflecting on each question either indi- of sustained support for learning, prac-
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active student involvement, where stu- vidually with whiteboards, in pairs or in ticing and then refining the skills of
dents are engaged in investigating and small groups, and the teacher master- effective instruction.
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researching real-world problems and fully using instructional techniques and

issues, and working collaboratively in activities that require this participation Moving towards a digital world
groups to develop solutions to these of all in whole group mini-lessons or in For our young people’s futures, as we
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problems or to develop products that small groups as the teacher circulates move into an increasingly automat-
have a purpose beyond their classroom and coaches the students’ work. ed and digital world, we must create
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and school walls. schools where students are supported

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Critical role of teacher in developing the creative intelligence

Helping students master education skills of problem-solving and collabo-
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essential skills Effective teacher education is critical to ration. They also need support for deep
This work takes careful, interdiscipli- making this shift in classroom instruc- thinking, analysis and effective com-
nary planning by teachers of experi- tion to active engagement and expe- munication, as well as the social intelli-
ential projects that ensure students’ riential learning. Teacher preparation gence skills of empathy, sharing, caring,
mastery of essential skills and content needs to include extended internships assisting and service-mindedness.
while they also stimulate and develop
students’ key 21st-century skills, such Developing future citizens
as curiosity, innovative problem-solv- Effective schools design Through the equal emphasis on all of
ing, collaboration skills, persuasive lessons and classrooms these skills, we will develop future citi-
communication and deep thinking. where all students are zens of India who understand and know
When this is done well by teachers, themselves, are able to create enduring
students become passionate about cre- actively involved in answer- relationships with others and are com-
ating quality work and persevering over ing and reflecting on each mitted to being positive contributing
any obstacles to complete their project question either individually citizens of our local and global world,
because they care about the impact and thus, who actively strive to make
their work will have on the larger world. with whiteboards, in pairs their own community and our entire
Another critical component in or in small groups world a better place for all.

A initiative
Niche. Specialised. Targeted
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WE UNDERSTAND FACULTY RECRUITMENT BET TER
w w w. f a c u l ty 3 6 0 . co m
India’s Best Schools DRIVING EXCELLENCE
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TOPPERS ALL
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Gitanjali Senior School, Begumpet is contributing to the ever-changing canvas

of education in a big way…
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by Faizal Khan after the results were declared in May this year. In
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ICSE, the school had 88 distinctions out of 89 stu-
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he name, Gitanjali Senior School, Begumpet dents who appeared in the examinations this year.
instils awe in participants of every national “Our school is the pride of the city,” says Principal
student quiz competition. Its students emerge Maya Sukumaran. “Our students were toppers in
champions year after year in quiz finals, a tradi- ICSE and ISC in Telengana and Andhra Pradesh
tion the school is proud of. It is not only in extra- region this year,” adds Sukumaran, who won the
curricular activities, but the school has also built Progressive Principal of India award, bestowed by
a reputation in excellence in academics. This year, the alumni of All India Institutes of Medical Sci-
the state ICSE and ISC toppers in Telengana were ence and Indian Institutes of Technology last year
from Gitanjali Senior School. Kritika Agarwal from for leadership and innovation.
Gitanjali Senior School, Begumpet was joint topper
in ICSE examinations with 98.2 percent while her Driving excellence
senior, Anisha Mansingh received 98.5 percent to Founded in 1985, the school, which has 757 stu-
top the state ISC examinations. dents and 70 teachers from Class VII to XII, is
“I want to be a cricket commentator,” Mansingh, also known for its students excelling in Common
the grand-daughter of the 1983 World Cup-winning Law Admission Test (CLAT). “The communica-
Indian cricket team manager P R Mansingh, said tion skills of our students are very good,” says the

disaster management. Last year, nine students from
the school travelled to the United States to visit
NASA and learn about astronaut training.
Serving the society

Ensuring an equal connect to the community along
with academic excellence is a priority for Gitan-
jali. The school runs a strong social outreach pro-
gramme, fostering a sense of civic responsibility
and ownership among the children. Working with
old age homes and orphanages in Hyderabad is high
on the outreach programme. Last year, the school
students cleaned the Fox Sagar Lake in the city as
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part of the Swachh Bharat initiative of the Prime
Minister. Gitanjali students have also distributed a
whopping 6,000 saplings in the neighbourhood and
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the rest of the city.
“We encourage entrepreneurship among the stu-
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dents,” says Sukumaran, who became Principal in
2006, after holding the positions of Head Mistress
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and Vice-Principal of the school earlier. A 35-year
veteran in education, she teaches trigonometry
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and calculus to Class XI and XII students three
days every week. An innovator, she also encourages
teachers to be active participants in the society’s
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progress. Gitanjali teachers are at the forefront in

women empowerment and child development, par-
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THE WAY
ticipating in International Women’s Day celebra-
tions and Children Against Child Abuse projects.
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Beyond classrooms
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One of the innovative methods of education at

the school is empowering teachers to go beyond
classrooms in imparting knowledge. ‘The Aureole
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Principal about Gitanjali students cracking top of Dynamism’, as the innovation is called, is spear-
entrance examinations in the country. Two years headed by the school founder Gita Karan, an edu-
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ago, in the Chartered Accountant-Common Pro- cator for over four decades and winner of National
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ficiency Test, Nischil Narayanan, a student of the Award for Best Teacher, and her husband Uma
school, bagged the fifth rank at the national level. Karan. The school’s philosophy of innovation in
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Prominent alumni include Olympics bronze medal- teaching methodology and lifelong learning within
list Gagan Narang, who brought cheers to the coun- the student and teacher community is led by the
try by coming third in the 10metre air rifle event at founder, Gita Karan.
the 2012 London Olympics. “Dynamism in teachers is important in quali-
Early this year, two students from the school - ty education,” says the Principal on the school’s
Class XI student Raaga Jain and Class IX student unique practice of dividing teachers into groups
Rohit Padale - met National Remote Sensing Cen- Maya to collaborate on creating and implementing ideas
tre’s Director YVN Krishna Murthy, to quiz him Sukumaran, on the campus. The groups for teachers under ‘The
about the organisation, which works under Indian Principal, Gitanjali Aureole of Dynamism’ are named The Bulldozers,
Space Research Organisation (ISRO) in acquiring Senior School, The Think Tanks, The Mavericks, The Dissectors,
satellite data and processing to support areas like Begumpet The Extra Milers, The ‘Hands On’ Brigade and The
Pillars of Support. “From the primary to senior
Our school is the pride of the city. Our students level, teachers are part of the groups,” says the Prin-
were toppers in ICSE and ISC in Telengana and cipal, who leads these groups. The school, which is
part of the Gitanjali Group of Schools, derives its
Andhra Pradesh region this year. The communi- name from Rabindranath Tagore’s seminal work,
cation skills of our students are very good Gitanjali, which held that ‘knowledge is free’.

India’s Best Schools SOMETHING EXTRA
Instilling love for nature

and sportsmanship
At Adarsh Shiksha Niketan (ASN) Senior Secondary School, a vibrant extra-
curricular scene lights up student life…
by Meghaa Aggarwal
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ocated in a bustling corner of Mayur Vihar
Phase I Extension, the walls of ASN Senior
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Secondary School are adorned with plac-
ards of the various Sustainable Develop-
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ment Goals (SDGs) set by the United Nations (UN)
General Assembly. “We were the first school to be
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designated as a Sustainable Development Lab by
the UN because of our initiatives to promote the
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SDGs among our staff, students and their families,”
says Principal Sonia Luthra.
The school has been working extensively on the
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SDGs through various projects, literary, art, per-

forming arts activities, MUN summits, panel dis-
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cussions, cross country run and has also put up

international exhibitions at the Indian Interna-
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tional Centre, Delhi in collaboration with the UN

Information Centre for India and Bhutan (UNIC).
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A green culture
One of the founding philosophies and hallmarks
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of education at ASN, in harmony with the SDGs, Pradeep Krishnan GR
is its strong emphasis on environmentalism. Says Paryavaran Mitra, The Energy and Resources Insti-
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Luthra, “We need to mould our students into envi- tute (TERI) and Climate Reality Project India.
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ronmentally-conscious citizens who can make the The school is also a lead Eco-Club School under
earth worthy for living.” the Ministry of Environment, Forest and Climate
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Students proudly count a number of green fea- Change, and has received the ‘Green Leaf’ award
tures at their school – hundreds of varieties of conferred by CSE to top-ranking schools in its
plants, a flourishing herbal garden, rainwater har- Green Schools Programme (GSP).
vesting, solar panels and CNG buses. There are “Through academics and a variety of extra-curric-
also a multitude of collaborations with environ- ular activities, we try to actively inculcate green val-
mental organisations, such as World-Wide Fund for ues, such as saving water and paper, in our students
Nature (WWF), Tiger Trust, Kids for Tigers, Cen- and educate them on environmental issues such as
tre for Science and Environment (CSE), Centre for climate change,” says Luthra.
Environment Education (CEE), CMS Vatavaran,
Fostering Sportsmanship
Sonia Luthra, Rishi Sharma, a Class V student, says that he enjoys
Principal, ASN Senior Secondary School
the various sports offered by ASN Senior Second-
We were the first school to be designated as a ary School. “We have an international quality sports
Sustainable Development Lab by the UN because of complex and can take up many different sports such
as lawn tennis, football, basketball, cricket, badmin-
our initiatives to promote the SDGs among our staff, ton, table tennis, judo, taekwondo and skating. My
students and their families favourite sport is cricket and the sports teacher has

really helped me to improve my game.” I really like the way we study in school. For example,
The school provides opportunities for students to if we are reading a story about a village, the class will
participate in various international sports contests.
For example, its students have represented India
be divided into two groups – a city group and a vil-
in Tokyo, Bangkok and Indonesia sports exchange lage group – and there will be a debate between the
programmes. With this dedication to sports, it two groups to understand how city and village peo-
comes as no surprise that the school has produced
many state-level, zonal and national sports person-
ple might look at an issue
alities, including the well-known badminton player Anwesha Dasgupta,
Kanika Kanwal. Class VII Student, ASN Senior Secondary School
Extra-curricular Vs Academic “Last year, a student who was very active in sports
With 17 clubs – literary club, dramatics club, cul- had to miss a board exam because she had a match
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tural club (music and dance), robotics club, her- and her father specially requested me to allow her
itage club, eco club, astronomy club, innovative to do this! She took the exam again, secured an
club, road-safety club, disaster management club, overall percentage in the eighties and even got into
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yoga and meditation club, health and wellness St. Stephen’s College in the sports quota.
club, self-defence, art and craft club and interact “Another time, a group of our dance students
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club – ASN ensures that its extra-curricular scene participated in a competition that was held just one
remains buzzing through the year and all students day before an exam. We were concerned about their
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find something that interests them. studies, but they were confident about managing
Luthra explains, “Academics are undoubtedly both things well and even convinced their parents.
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important, but activities are like ornaments. They By managing their time well, the students not only
help students develop life skills that cannot be did well in their school exams but also won the
learnt otherwise. How to speak confidently, how to zonal round and got selected for the nationals.”
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behave in different situations – these are skills they Clearly, the students are learning a lot through
pick up only when they look beyond academics. its extra-curricular activities. However, even those
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“There was a time when parental aspiration was who are more academically inclined find an outlet
restricted to doing well in studies. But times are for their interests and ASN has been ranked as one
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changing. Parents understand that these things are of the top CBSE schools in East Delhi.
also important. Soft skills have become very impor-
Learning through debates
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tant for finding success in one’s career and career

opportunities have appeared in diverse fields. Anwesha Dasgupta, a class VII student at the
school, says, “I really like the way we study in
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school. For example, if we are reading a story about

a village, the class will be divided into two groups – a
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city group and a village group – and there will be a

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debate between the two groups to understand how

city and village people might look at an issue.
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“I enjoy working in the Atal Tinkering Lab and the

Maths lab in our school because we get to play and
learn. The smart classes help us visualise concepts.”
Anwesha is part of the Gifted Children’s Pro-
gramme at the school. “I’m interested in science and
maths and under this programme we attend special
classes and are given very interesting projects. For
example, I got to work on an electromagnetic light
in one of the projects and had a lot of fun doing
the project. I’m also thinking about joining the
Astronomy Club.”
Rishi adds, “When I was not able to understand
multiplication, my maths teacher explained it to me
using red and blue boxes in the maths lab.”
However, he does have one little quip about the
school – “They should keep Tinkle and Chacha
Chaudhary comics in the library!”

TRUST
TEACHERS
TO HELP
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RESULTS
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Subir Shukla, former Educational Quality instructions received from above. On the contrary,
a professional is one who conforms to agreed upon
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Advisor to MHRD and Principal Coordinator standards, but exercises his own judgement.
of IGNUS, a group dedicated to bringing
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Q. Do you think increased autonomy in teacher

quality education for the marginalised,
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education, appointments and freedom in assess-

speaks to Meghaa Aggarwal about the ment and pedagogic processes will help to solve
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the issues, especially in government schools?

state of teaching in India’s schools... A. ‘Autonomy’ needs to be unpacked a little – it
is not freedom to do as one pleases but develop-
ing a shared vision, understanding the reality as it
Q. It is often said that the root of challenges actually is, setting realistic goals, enabling teachers
facing teacher education in India is that teach- to acquire effective pedagogical practices through
ing has not developed into a ‘profession’. Your experiential processes, agreeing on performance
thoughts… standards and indicators and supporting teachers
A. We’re sort of stuck between the 3000-year-old as they try to bring about learning. In such situa-
idea of the teacher as a guru who gives knowledge tions, you may find teachers wanting to undertake
and performs ‘noble’ service versus a professional assessment themselves to see how far they’ve suc-
whose job is to understand his students and design ceeded. I’ve always found that trusting teachers and
the course of action best suited for each child’s making them partners generates far better results
optimal growth, though ironically this is what used than trying to compel them to follow externally
to happen in a ‘gurukul’ too. This is also because determined pathways. I would say that the kind of
governments see the teacher not as a professional teachers now being recruited shows tremendous
but as an ‘employee’ whose job is to comply with potential and should be worked upon.

Q. It is coming close to two decades since the Technology is mainly competing with the coach-
implementation of the Sarva Shiksha Abhiyan ing market because that is where the money is.
(SSA). However, despite a growing proportion The key issue it is not addressing is the hierarchy
of funds allocated for teachers, teacher per-
formance remains poor. What exactly is the involved in the learning process. In the non-tech
problem? version, the teacher or the textbook is the ‘Author-
A. It is a gross over-simplification to say that teach- ity’, whereas in the tech version, the screen
er performance remains poor. If one looks at the remains the ‘Authority’, and not the student
kind of agencies which make this claim of poor per-
formance, you might find that many of them benefit
from this demonization of the government teacher
or are submitting a proposal to the government! A implementing these goals, they ask for very specific
second issue is that – due to relentless pressures things they want to learn – and that is what we pro-
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from foundations, NGOs, CSR groups – teach- vide them instead of something we have decided
ers are constantly at the receiving end of multiple they should learn. Even though all challenges are
‘improvement’ programmes and trainings and that not addressed right away, such a process definitely
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is beginning to be counterproductive. enables us to make considerable headway.
As enrolment has increased, the diversity in our
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classrooms has increased, and we have not prepared Q. A majority of teacher-training interventions
our teachers to address the kinds of students who seem to be at the primary level. Do you think
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they actually have now. Nor are our institutions primary teachers need it a lot more?
able to provide supportive supervision as they need A. Poor teaching at the early years has the potential
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to. Since teachers’ performance depends equally on to do the greatest damage. The kind of (curricular)
their work conditions, we also need to strengthen shift required, for example from starting with the
educational administration, for it has not been alphabet to starting with units of meaning such as
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expanded even though the number of teachers and whole words, is also a substantial one as it requires
schools has gone up steadily. giving up what one is so comfortable with. Hence,
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the preponderance of teacher professional develop-

Q. Last year, Group-IGNUS in partnership with ment interventions at the primary level.
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Uttar Pradesh SSA and UNICEF–India, piloted

‘Targeted Enhancement in Learning Outcomes Q. Even as NGOs and Social Enterprises heav-
for Students’ for Teacher Support Institutions ily involved in in-service teacher education, pre-
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and the Education Department. How are you service teacher training programmes remain
proposing to overcome the long-standing chal- largely in the private domain. Is this alright?
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lenges facing teacher education? A. This continues to remain an area in urgent need
A. Government teachers already have a secure job of reform. Considering that many teacher training
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– what is missing from their lives is the experience institutions are owned by powerful people, this is
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of success. We work with them to enable them to set not likely to happen in a hurry. The Teacher Eli-
specific improvement goals, break these down into gibility Test (TET) is an attempt to sidestep the
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achievable bits, prepare them as Cluster Resource negative impact of this situation. It might be worth
Coordinators and Block Resource Coordinators learning lessons from areas where the private sector
with tools for implementation as well as assess- is delivering a high-quality output with the govern-
ing themselves against the targets they have set ment acting more as a regulator.
for themselves. As they experience success in the
classroom – in terms of visible improvement in Q. With the advent of digitisation and ‘smart’
learning – they want more of it. Once teachers start classrooms, do you think technology has become
a disrupter in Indian schooling?
A. Technology is mainly competing with the coach-
‘Autonomy’ needs to be unpacked a little – it is not ing market because that is where the money is.
The key issue it is not addressing is the hierarchy
freedom to do as one pleases but developing a involved in the learning process. In the non-tech
shared vision, understanding the reality as it actually version, the teacher or the textbook is the ‘Author-
is, setting realistic goals, enabling teachers to ity’, whereas in the tech version, the screen remains
the ‘Authority’, and not the student. Disruption
acquire effective pedagogical practices through comes from the idea not from the tools – since tech
experiential processes is still stuck on the old idea it is unable to disrupt.

India’s Best Schools FOSTERING CURIOSITY
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India’s Best Schools FOSTERING CURIOSITY

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DISCOVERING THE
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GENIUS IN A CHILD
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Do we as parents, teachers and responsible citizens foster curiosity, an

essential ingredient to ignite the desire for learning, in a child?
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by Pritha Roy Choudhury School connect

Providing right answers to Tanishq and students
H
ow come small plants come out of cracks like him can develop them into bright scientists in
in a wall? Why are ripples formed when future. However, if they remain unanswered, their
you throw stones in water? These are some curiosity will die down. Thankfully, many schools
of the questions children are often curi- have now realised the need to ignite curiosity in
ous about. Many a times, they go answered. Right children to unearth their hidden talent.
answers would have made them think deep. “We “We do come up with concepts so that the students
experimented with leaves, smeared vaseline on it are able to understand the underlying principles of
and kept it in sunlight after wrapping it with poly- working and construction of a model and thus relate
thene. After sometime we saw watery substance on to them in real life situations. These things help
the polythene…that is, water was coming out of the in developing the scientific attitude and scientific
leaves,” says Tanishq, a 6th standard student at gov- temperament,” says Meena Jha, who teaches sci-
ernment-run Sarvodaya Vidyalaya in Mongolpuri ence to high school students of Ved Vyas DAV Pub-
in northwest Delhi, wondering how it happened. lic School, Vikaspuri. “Learning by doing always

arouses interest, builds confidence and felicitates When we see something beautiful, something
long lasting learning,” she adds. unexpected -- it can be the dew drop of a leaf, a
beautiful painting, or a wonderful piece of sculp-
Bridging the gap
Adding to these private schools, a few organisa- ture -- it can be an interesting counter-intuitive
tions are also extending their bit, working in gov- science experiment. You wonder what happened
ernment schools in India for igniting curiosity in and that is very important because you did not
young minds. Agastya International Foundation, expect to see what you saw
an organisation started by Ramji Raghavan when
he returned to his motherland after two decades of Ramji Raghavan,
successful career in international finance, has been Founder, Agastya International Foundation
working for instilling curiosity in children in both
urban and rural settings for the past 18 years. The Foundation. So not only the children but even their
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strategy was to use low cost and easily available near and dear ones find it interesting. We also don’t
equipment for awakening scientific curiosity. tell our students that today we are going to learn
“When we see something beautiful, something gravitational force or any such thing. The students
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unexpected -- it can be the dew drop of a leaf, a do the experiments and try to find out what is the
beautiful painting, or a wonderful piece of sculpture experiment all about,” says Shiv Chaudhary.
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-- it can be an interesting counter-intuitive science
experiment. You wonder what happened and that Accolades
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is very important because you did not expect to see Janvi, a student of class 11th along with five other
what you saw. Your mind is awakened, curiosity is children from Sarvodaya Kanya Vidyalaya, received
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stimulated and that is really important because that the ‘Design for Change India’ (DCI) award for the
is the foundation of enquiry, that is the foundation concept ‘Mera dabba-tera dabba’ (‘my box-your
of learning,” says Raghavan. box’), an initiative for sharing food in the schools.
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“We made a video ‘mera dabba – tera dabba’… after

Pan India reach we came up with the idea of sharing our lunch. We
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The initiatives of Agastya are spread across the did not keep the concept amongst us only, we shared
length and breadth of the country, starting from it with the whole school, with children from pri-
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south to northern states to the remote North East. mary classes to 12th class. We get bored of our home
“Earth revolves around the sun, what about the sun? made preparations at times. So by sharing lunch
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Does it move? So we created a model to show them with others, we get a change of taste,” says Janvi. It
that all celestial bodies in the universe move, even is a welcome concept as no child remains hungry
the galaxies move and all the planets and the satel- and fosters a sense of equality, cutting across the
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lites move with the Sun because of the gravitational barriers of caste and creed.
force,” says Ranjit Jha, leading the Delhi division of Most of the schools are now emphasizing STEM
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the foundation. (Science, Technology, Engineering and Mathemat-

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The pedagogy that is followed in Agastya is in ics) curriculum in their school syllabi. From kinder-
accordance with the curriculum followed in a par- garten to 12th standard, the modules are developed
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ticular state. Practical classes and models are pre- in such a way that the system makes the child more
pared as and when the school is through with a adjusted to real life situation.
particular topic.
“The best thing is that they make the models Government initiatives
themselves and they learn. And then when they go The central government has recently come up with
back home they tell their friends and their parents. measures to integrate STEM learning into the
They show them the model also. So that is the dif- National Education Policy with the introduction of
ference between standard laboratories and Agastya ‘Atal Tinkering Lab Solutions’ to create scientific
temperament in students. This is an initiative under
Tanishq,
Student, Sarvodaya Vidyalaya, Mongolpuri, Delhi the Atal Innovation Mission (AIM) at NITI Aayog
solely to foster curiosity, creativity and imagina-
We experimented with leaves, smeared vaseline tion in young minds. If such programmes strike the
on it and kept it in the sunlight after wrapping it right chord, Sanat Malik, a 7th standard student of
upscale Delhi Public School at R K Puram, could
with polythene. After sometime we saw some easily get an answer to his doubt -- “How can green
watery substance on the polythene…that is, water plants grow indoors when they require sunlight to
was coming out of the leaves make their food?”

STUDENTS NEED FREEDOM

TO THINK, EXPLORE AND
MAKE MISTAKES
Anantha Kumar Duraiappah, Director
UNESCO-MGIEP, in conversation with
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Amita Jain, questions the role of traditional
education system and talks about the need
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to build emotional intelligence in young
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Pradeep Krishnan GR
Q. How do you think the school system is faring system is a very good example of moving away from
in India? the traditional approach of education.
A. It needs a lot of work. I think for the 21st century
challenges, rote learning is not going to be useful. Q. Our challenges deepen as we go into rural-
You need a lot of creativity and innovation. You urban divides and lesser privileged areas. How
need to give students the freedom to think, explore do we tackle these challenges?
and make mistakes. We need to understand that it’s A. Look at the Slumdog Millionaire movie. That
alright to fail. Failing is the way you learn. The only kid was so much smarter than all those others. He
way you know how to control a car is actually going answered all those questions from his life experi-
into a skid once in a while. We call it ‘Perturbation ences. To tell somebody from a rural area who can’t
and Control’ theory. So, you perturb purposely read and write that he is illiterate is wrong. We are
so you can learn. There is too much anxiety, too basing it on our benchmarks. Everybody learns.
much pressure, suicides, and the curriculum is They learn about other things, about nature, etc.
overloaded. It is majorly about rote learning and but in the traditional way, we have defined literacy
exams. We basically need to take away a lot of this as knowledge of alphabets and numeracy. I think
load and make learning fun. The Finnish’s school we should respect them with their differences. Of

course, they need to learn numbers and there is a In the traditional way, we have defined literacy as
need to bring them in the proper schooling system, knowledge of alphabets and numeracy. Of course,
but we also need to celebrate their own indigenous they need to learn numbers and there is a need to
knowledge.
bring them in the proper schooling system, but we
Q. You put a lot of stress on the development also need to celebrate their own indigenous
of Social and Emotional Learning (SEL) skills. knowledge
What is the importance of building SEL skills
in students?
A. Our current education system focuses a lot on on the other hand, tend to capture a person’s reac-
building the intellectual intelligence. However, it tion in real-time, without them realizing it.
does a deplorable job of building students’ Socio- Let me tell you a real-life experience. So, one of the
Emotional Learning (SEL) skills and competencies aspects of SEL is self-awareness and attention. As a
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of empathy, compassion and understanding. Many part of a mindfulness exercise, we went to the kids
argue that this is the domain of homes and families of Grade 7 or 8 and asked them to sit down, close
and should remain there and others say that much their eyes and the bell was rung. Kids were all in
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of this is already implemented through curriculums giggles. They found it amusing. Then we found this
related to moral education, peace education, and video where the heart is beating and you had an on-
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even sustainable development, among others. But, and-off switch. We asked kids to play with the heart.
teaching concepts do not automatically translate As you regulate, the heart beats faster and slower.
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into behavioural change. Then we asked them to touch their pulse and look
We conducted a programme in Delhi including at their pace of breathing. Kids were focussed and
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students of some very elite, government and slum we managed to do exactly what we intended. It got
schools. The topic was migration and the aim was them to experience the impact of the exercise. They
to initiate a ‘dialogue’ between school children said it was the best part of the whole curriculum.
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from different backgrounds. Some were very flu- Without digital content, it would have been very
ent in English and some not so fluent. We did this difficult. Children react to games naturally. It goes
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for about 10 weeks and at the end, we analyzed back to history. Playing has always been an essential
the dialogues. It was interesting to see that kids part of our well being. But we also have to be careful
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from elite schools found kids from slum schools with digital technology. The schooling system today
very intelligent. Although the latter ones couldn’t should be about creating a balanced combination of
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speak English, they were very smart because of the digital games and physical exercise.
way they responded via translation. They asked
very penetrating questions. Another very great out- Q. Would the role of the teacher be eliminated
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put of the exercise was that students from elite with the advent of new technology?
schools now paid higher respect for people doing A. No. But teachers have to change the way what a
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very menial work like garbage collection, etc. The traditional teacher is thought to be. The teacher is
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empathy starts to build here. Development of SEL no longer a holder of wisdom but more of a coach,
skills helps students appreciate different cultures somebody who is guiding. Information is no longer
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and issues and enables them to interact respect- a problem. There is a plenty of it. So, it’s about how
fully with each other, which is pertinent for building to use it and streamline it towards pro-social behav-
peaceful and sustainable communities in the world. iour and learning.
Q. How can digital pedagogies and games facili- Q. Are there any upcoming UNESCO-MGIEP
tate the development of SEL skills? projects for Indian education system?
A. In a questionnaire testing socio-emotional A. We are focussing on SEL majorly right now. It’s
understanding, if you ask somebody ‘Should you not just about values education or telling people
hurt your neighbour?’, one would obviously reply in about empathy and compassion. It’s about practis-
negative. Everybody knows they shouldn’t. Games, ing it and experiencing it. It’s much more different
than just going into a class and talking about it. We
have already completed these projects with two
For the 21st century challenges, rote learning is not schools in India and we are going to launch in a
going to be useful. You need a lot of creativity and big way in coming January 2019, with 10 countries
and 5 schools from each country participating in it.
innovation. You need to give students the freedom to We want to do a cross-country comparison on SEL
think, explore and make mistakes through the digital platform.

India’s Best Schools ROOTED TO TRADITION
BRINGING THE BEST

OF CONTEMPORARY
PRACTICES
The philosophy of education of Akshar Arbol International School, Chennai, is
aimed at achieving infinite growth possibilities…
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by Faizal Khan innovation, backed by sound knowledge. The
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school’s mission statement reads, “We provide the
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here are two famous phrases from two dif- best of contemporary educational practices in an
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ferent continents that sum up the philoso- atmosphere of cooperation and mutual respect,
phy of learning at Chennai’s newest inter- through experiential learning, for life-long thinking
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national school. One is a sentence in San- and problem solving.”
skrit from the Upanishads: Vasudeva Kutumbakam, How do you create human beings who don’t com-
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which means the world is one family and the second promise on the values they come from? That is
is an African saying, ‘It takes a village to educate a the basis of learning at the AAIS. “We are looking
child’. The vision of the Akshar Arbol International at nurturing these young children to be confident
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School (AAIS), Chennai, is born from these two

ancient Indian and African philosophical wisdom. Priya Dixit,
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There is also a meeting of two important lan- IB Diploma Programme Coordinator, Akshar Arbol International School, Chennai
guages of the world in the meaning of the school We are looking at nurturing these young children
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-- Akshar, a Sanskrit word meaning both syllable

and infinite, and Arbol, a Spanish word for tree.
to be confident young adults. And they also
become sensitive human beings
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According to the school, the confluence of the two

words is what it stands for, nurturing young minds
by providing a firm rooting to reach out to the infi-
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nite growth opportunities.

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Rooted to tradition
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Founded by R Subramanian, a well-known Char-

tered Accountant in Chennai, the AAIS is a two-
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campus Kindergarten to Senior Secondary school,

which follows the International Baccalaureate (IB)
and Cambridge programmes. Located on two cam-
puses, one in the city and the other in East Coast
Road in the suburb, the school is fast catching the
attention of Chennai’s discerning residents.
“Education should be something that reaches
out to the infinity,” says Head of School Padmini
Sankaran. “This is possible while being rooted to
our traditional values,” adds Sankaran, an IB edu-
cator, who has taught in India, Belgium and Ven-
ezuela. “Student is at the centre of the programme.
We foster continual learning for all,” she adds.
Founding philosophy
The school’s founding philosophy lies in open-
mindedness towards divergent thinking and

young adults,” says Priya Dixit, the school’s IB Education should be something that reaches out
Diploma Programme Coordinator. “And they also to the infinity. This is possible while being rooted
become sensitive human beings,” adds Dixit, who to our traditional values. Student is at the centre
has taught in the Primary Years Programme and
handling Business Studies and Theory of Knowl- of the programme. We foster continual learning
edge in the IB Diploma Programme. for all at all times
The IB philosophy of developing inquiring,
knowledgeable and caring young people, who help Padmini Sankaran,
Head of School, Akshar Arbol International School, Chennai
to create a better and more peaceful world through
intercultural understanding and respect strikes a
chord with Akshar and Arbol. conventional methods of teaching and outsourcing
Balancing the philosophy of the school and learn- to professionals.
ing is achieved by a professional pool of teach- Visual and Performing Arts are an integral part
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ers led by Sankaran, who leads workshops for IB of the curriculum at AAIS. The school has also
professionals across the Asia-Pacific region and entered into a partnership with the World Crafts
has worked with IB schools in the Americas and Council, a UNESCO-affiliated international body,
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Asia-Pacific. The school has students from pre- to help the students also gain exposure to several
kindergarten to Grade 12. AAIS is the first school in traditional art forms and craft work.
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Chennai, which was authorised to offer the Primary
Years Programme (pre-KG to Grade 5) of IB. Focus on values
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At the school, student-centred teaching and inter-
Integrating technology active learning characterize its classrooms. In this
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Another common practice at the school is inte- format, inquiry-based learning and reflecting on
gration of technology with the teaching-learning one’s learning, both in and outside classrooms,
practices to provide global perspectives to students are essential features. Students are not tied to one
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through collaborative work with other schools textbook as teachers employ a range of resources to
across the world. The school also uses technology facilitate learning. Music, visual arts, theatre, tech-
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effectively to encourage communication, dialogue nological aids and physical education are integrated
and share classroom stories with the parents. The in the programme. “The focus is not only on build-
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school provides an interesting mix in schooling ing the required 21st century skills, but also help the
with a fine balance between the use of technology, learners acquire the values,” says Dixit.
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Education-oriented initiatives
At the ECR campus, an overall eco-friendly design
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includes specially made earthen blocks that give it

the orange-red outer colour and provide an insulat-
s
ing protective layer; large glass windows and doors

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that allow natural light and ventilation at all times

and a long tree-shaded ramp that allows inclusive
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access to all. There are state-of-the-art science labs,

a spacious art studio and dedicated learning spaces
for all disciplines. Open vistas characterise the cam-
pus, providing students and the school community
with ample space to play a variety of sports.
The ECR campus is the hub for several educa-
tion-oriented initiatives. In addition to the various
community-based projects that students, teachers
and parents have planned, the campus will provide
sports training for a range of sports and games. The
school also plans to offer programmes to prepare
teaching professionals for schools, highlighting the
AAIS mission “to bring the best of contemporary
educational practices” to students. The school’s
management has embarked on a teachers’ training
and research programme called ASTRA with the
objective of empowering teaching professionals.

INNATE CURIOSITY
NURTURES TRUE
CREATIVITY
Divya Bhatia, Principal, Amity International
School, Saket, emphasizes instilling curiosity in
every subject and encourages discussions based DIVYA BHATIA
on current happenings …
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Principal, Amity International School, Saket
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n the ancient times, India was known purposeful and intentional. It is the ●● In primary classes, curiosity is ignit-
for the vast wealth of knowledge, centre of effective learning. ed by using ‘curiosity corners’ and
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which was disseminated through The 21st century with all its chal- class boards that stimulate young
‘Gurukuls’ and worked with the belief lenges requires young children to be children to think and question.
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that knowledge gives liberation. Knowl- enterprising and adaptable. The capa- ●● Students who show curiosity should
edge acts like the ‘third eye’, which bility to think creatively stems from be encouraged and rewarded.
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provides insight into the world. Educa- innate curiosity and that is a part of ●● Think pair and share activities are an
tion involved three basic stages, which every child. It is important to stimulate integral part of classroom teaching.
included ‘Sravana’ (acquiring knowl- this inherent curiosity and keep it alive. Flip classrooms and project based
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●●
edge through listening), ‘Manana’ (to From the very beginning, students are learning further enhance the stu-
internalize through thinking, analysis encouraged to think out of the box. All dents’ curiosity and creativity.
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and assimilation) and ‘Nidhyasana’ lessons are planned keeping in mind the ●● An ‘idea box ‘ is placed on the cor-
(comprehending and applying knowl- spirit of inquiry. ridors where children can drop an
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edge in the real life). innovative idea that is further dis-

Key strategies to activate cussed and worked upon with the
Stimulating curiosity among the curiosity among the learners
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help of teachers.
students ●● Turn every lesson into a question
Students even in the age-old education answer session, leading from one Encouraging independent
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system were encouraged to think and question to another. Students are thinking
form their opinions. The art of ques- encouraged to come prepared for Curiosity and creativity are not
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tioning was encouraged by the gurus. At the forthcoming lessons with a list restrained to a particular subject. They
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Amity, our motto is to ‘blend modernity of queries. are related to our daily lives and discus-
with tradition’. Therefore, in keeping ●● Teachers are encouraged to leave sions based on current happenings form
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with the present day need of a child some open-ended and some unan- an important part of everyday teaching.
living in a world wired to technology, swered questions for the children to To quote an example, the recent Aad-
we attempt to integrate our ancient phi- discover themselves. The joy of dis- haar judgement was used in a class dis-
losophy to today’s teaching and learn- covery ignites the spark for further cussion where students were asked to
ing process. We give great emphasis to curiosity. think of the fundamental rights which
the 5 Cs -- Curiosity, Critical thinking, were affected, followed by a debate on
Creativity, Communication and Col- whether it is constitutional.
laboration. We attempt to integrate
our ancient philosophy to Searching the Internet for answers
Critical and creative thinking requires today’s teaching and learn- and bringing newspaper clippings for
students to think broadly using skills discussion are regular features.
such as reason, logic, resourcefulness, ing process. We give great
imagination and innovation in all emphasis to the 5 Cs -- Students have access to a variety of
learning areas at school and in their Curiosity, Critical thinking, open sources of information and the
daily lives. role of the teacher should be to facili-
Creativity, Communication tate their understanding and help them
Thinking needs to be productive, and Collaboration filter the misinformation.

“
Students respond better to new learning.
Students should always be promoted to
next class with careful educational plans
for them and required support
of special educator. If the child does not have a

learning disability but has the required IQ, then
the child is referred for psychological counselling
to understand if the child has an emotional insecu-
rity or the family atmosphere is not conducive for
learning. Counselling is done for such students and
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they are equipped to face the challenges and focus
on academics. If a student has a low IQ, then tailor
made individual learning programme is designed
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for the child so that they can complete their formal
school education.
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Focus on skill Q. Isn’t student security a huge concern these
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days? How does your school deal with this?
A. The school security is outsourced. No visitor
development,
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can enter the school premises without a confirmed
appointment. Attendants with escort card need to
not content delivery

accompany children from the school. The school
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ensures that there is an updated fire-fighting system

and regular fire drills and earthquake drills. We
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also organize workshops and assemblies address-

Dr. Munmun Nath, Principal, Calcutta ing safety protocols and sensitizing the younger
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children regarding bad and good touch.

International School, speaks to Pritha Roy
Q. How do you ensure that teachers are abreast
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Choudhury on how the school makes the of latest techniques?

students future-ready, for life and work... A. Teachers are trained in their respective subject
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as per the specification of the board. Apart from

Q. Is our school education too focused on tradi- this, the teachers are sent on school visits and work-
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tional teaching mode? shops on relevant topics. The school also organ-
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A. The focus should shift away from content deliv- izes in-school workshops for teachers on teaching
ery to development of skills. The assessment pat- strategies, intervention of students with learning
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tern should also change as we need to assess the disability and understanding student behaviour etc.
personal traits of the child and the skills he has
acquired. Changing the question paper will totally Q. Any thoughts on ‘no detention’ policy?
change the perspective how teachers should teach A. I do support ‘no detention’ policy. Detaining a
in a class. A school should provide opportunities child in a grade does not increase the learning out-
for internship to develop hands on skills and com- come but demotivates the child and makes learning
munity services to sensitize the children towards a boring experience as it is a repetition of the work
their society. he has already done. Students respond better to
new learning. Students should always be promoted
Q. How should schools deal with slow learners to next class with careful educational plans for
and low scorers? them and required support.
A. In our school, once the teachers identify a stu-
dent to be a slow learner or a student who is not per- Q. Any unique features or programmes of your
forming, the student is referred to the special edu- school you would like to discuss?
cation needs department who get the child tested A. We focus on learner-centric education and we
for IQ or learning disability. Based on the diagnosis, try not to teach or prepare the students for exami-
the child is given extra support under the guidance nations but make them future ready for life.

India’s Best Schools ALTERNATIVE EDUCATION
FREEDOM TO
LEARN THE WAY
ONE WANTS TO
Over the past decade,
alternative approaches to
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education have begun to get
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popular in India…
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by Meghaa Aggarwal
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W
hen Aanchal Gaur’s son Aarav joined
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Class 3 at a regular CBSE school, she
found him inundated with academic
pressures. “Suddenly, he had regular
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tests and lots of homework. Everything became the Mother. Various international formats such as
curriculum-heavy and there was a lot of focus on Montessori and Steiner/Waldorf have also gained
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writing. much ground.

“Aarav has a short attention span and he doesn’t Exposure to different education choices and a
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like writing, so ensuring that he kept up with school desire to free their children from a burdensome
work was stressing out all of us.” education are often cited as reasons behind this.
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That’s when she decided to switch her son to

Kunskapsskolan, a Swedish school with an alterna- Decoding alternatives
tive approach to education in Gurgaon. “I began In the book, Alternative Schooling in India, pub-
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to inquire with colleagues at office and found that lished in 2007, Sarojini Vittachi has identified a few
many of them had admitted their children to this defining characteristics of alternate schools. These
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school. So, we went there, attended their orienta- include a child-focused, individualised approach to
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tion to understand their approach and admitted education, that is experiential and interest-based,
Aarav this April.” a small class size (not more than 30 students),
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cross-linking of disciplines to enable a child to see

A growing tribe connections between different subjects and evalua-
Much like Aanchal, a growing tribe of parents tion methods that do not always rely on comprehen-
across the country are placing their children in sion tests and examinations to measure learning
various alternative modes of education, ranging outcomes.
from home-schooling to schools affiliated to edu- Noted educationist MR Raghavan, who is also the
cation formats pioneered by national stalwarts inventor of the teaching method Quad Seek, says,
such as Jiddu Krishnamurti and Sri Aurobindo and Aanchal Gaur, “We are not teaching anything different. We are
Parent only trying to go back to basics and teach the same
There is no homework as everything is done in content, keeping the child as a centre of focus and
using the natural process of learning in our teach-
school. Once a week, his notebooks are sent home ing methods, so that the child can assimilate things
for us to see his progress at school. There is also a easily and start enjoying learning rather than get-
logbook keeping track of his classwork. He has ting burdened by it. Every child has a different bias
and strength and likes to learn as per this bias. Our
become a lot more cheerful and vocal about what teaching method gives each child the freedom to
he’s learning. His social skills have also improved learn the way he/she would like.”

cheerful and vocal about what he’s learning. His
social skills have also improved.”
Challenges
While most parents appear to be satisfied with the
alternative schooling of their children, doubts and
concerns continue to plague the system in India.
Affordability and mainstream affiliation are the
major questions in the minds of many parents
considering this option. Education Counsellor
Swati Salunkhe elucidates, “Very often alternative
schools are beyond the reach of middle-income
parents in India. There is also a concern around
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studies, especially in the higher grades, when par-
ents want their children to get into the mainstream,
appear for board exams, entrance exams and get
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into colleges in India which continue to follow tra-
ditional approaches to education.”
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Speaking of affordability, Rahul Desai says, “Some-
where, such schooling does get little expensive due
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to investment required in continuous coaching of
teachers as well as other tools and facilities required
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to bring about an all-round development of a child,
including music, art, sports etc. Generally, people
Shutterstock at the higher end of the financial spectrum are more
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Rahul Desai, Director of the Lumens School at mentally prepared to try something unconventional
Vapi, corroborates, “We have about 26 children and show interest in alternatives.”
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per class and our method, Quad Seek, is designed It’s interesting to note that formats of alternative
to teach them in small groups of three to four kids education have succeeded in some of the remot-
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with similar interest and capabilities in a subject. est and poorest districts of India. For instance,
This allows a teacher to know each child’s strengths, MR and Aruna Raghavan started Shikshayatan, an
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natural approach to learning and assess them on extremely successful alternative school in Arasa-
a given topic through discussions and worksheets vanangadu, a tiny village in Tiruvarur district of
every month. The outcomes of these assessments Tamil Nadu, that provides free education, using the
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are used by the teachers to revise the topic differ- Quad Seek method, to underprivileged children
ently with each child as per the need.” till class eight. After this, more than 70 percent
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of the children, who go on to join other schools,

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Ground reactions score greater than 80 percent in their high school

Within a few months, Aanchal has found a visible diplomas. “We are attempting to pioneer a way of
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difference in her son as well as their home. “We are thinking that can work within any existing board
no longer burdened by Aarav’s studies. There is no to bring in awareness that such excellence is both
homework as everything is done in school. Once a possible and necessary.”
week, his notebooks are sent home for us to see his Although there is a dearth in official statistics,
progress at school. There is also a logbook keeping most children pursuing alternate education do
track of his classwork. He has become a lot more appear for their board exams eventually. They
appear for exams either through the National Insti-
Rahul Desai, tute of Open Schooling (NIOS) or opt for inter-
Director, Lumens School, Vapi, Gujarat national boards such as IGCSE and IB. Several
Our method, Quad Seek, is designed to teach them in schools, such as Rishi Valley and Kunskapsskolan,
also follow an alternative methodology but remain
small groups of three to four kids with similar inter- affiliated to mainstream boards.
est and capabilities in a subject. This allows a teach- Hence, those parents who are keen on admitting
er to know each child’s strengths, natural approach their children into an alternative system should
make necessary inquiries about the teaching meth-
to learning and assess them on a given topic through odology at schools and speak to existing parents as
discussions and worksheets every month well as alumni.

India’s Best Schools SOCIAL INTERVENTION
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TRANSFORMING
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THE NEGLECTED
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THROUGH FOOTBALL
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Will any child not love education imparted through football, yoga or dance?
Find out how innovative methods reform lives of slum children...
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by Pritha Roy Choudhury Why dropouts?

Many others like Shakeel and Pooja drop out of
E
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very single day was quite frustrating for schools, even though the education is free at gov-
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Shakeel, then a boy of 13, studying in a government schools. “If we take the example of math-
ernment school in Delhi. It was a constant ematics, the teacher does one sum from an exercise
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struggle to identify himself. And his only and asks the children to complete the rest at home.
outlet? Anger. “A child usually grows up in his sur- Now most of the teachers are not bothered if the
roundings. My background is such that, my father child got the concept right or not. At home the
was a construction labour, my uncle was a rickshaw parents are illiterate. How will they help them? So
puller, my mother a maid. So we could not have the child loses interest gradually,” says Raman, a
much of an ambition. I was irritated most of the social worker who goes by one name and is associ-
time,” says Shakeel, now a football coach for those ated with ‘My Angels Academy’ that works for the
who have seen the dark side of life, the inmates at welfare of slum children.
Tihar, the largest prison complex in South Asia. Sylvester Peter,
Pooja, now 23, went through similar ordeals, Founder, My Angels Academy
growing up as a rag picker. “I was five, every even-
ing I picked up scraps from most of the parks in The academy provides students an opportunity to
Vikaspuri, sorted and sold them to the scrap dealer. learn and earn as football and yoga trainers, referees
I would hand over my earnings to my mother who and field boys. I am preparing them to become
had to take care of five children as my father had left
us,” laments Pooja. With such a background, it was change agents so that later on they will help me to
natural that they found learning quite boring. take this model to India’s underdeveloped areas

In summers, we have classes for the children of the to work for them, various kind of youths are there,
slums at 4 in the morning but in winters, we practice robbers, murderers, those involved in kidnapping,”
says Shakeel who coaches these inmates.
at night that is from 9 to 11 in the evening when the The academy customises its football coaching
ground is free. We are used to playing when street according to the seasons and weather. “In sum-
lights are on because that is when the ground is free mers, we have classes for the children of the slums
at 4 in the morning but in winters, we practice at
for children from our kind of background night that is from 9 to 11 in the evening when the
Pooja, ground is free,” says Pooja, coach for the academy’s
Football Coach, My Angels Academy girls’ football team. “We are used to playing when
street lights are on because that is when the ground
Over 85,000 students from public institutions is free for children from our kind of background,”
dropped out of schools in 2016-2017 academic adds Pooja, who funds her Bachelor’s degree from
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session in national capital region alone, according Indira Gandhi National Open University through
to data released by Praja Foundation, an NGO. football coaching.
According to a government website, five north-
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eastern states, along with Uttar Pradesh, Andhra Rewarding effort
Pradesh, Madhya Pradesh and Haryana account for The academy’s efforts are evident in the fact that all
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maximum dropouts in India. the dropouts go back to school, complete their stud-
ies and opt for Bachelor’s degrees. Most of them are
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Learning through games licensed coaches as well.
My Angels Academy adopts novel ways to make Apart from football, the academy sees to it that
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children take to learning and retain their interest. the children are familiarized with personal hygiene,
“Sports is something that comes natural. You know, environmental protection, sex education etc.
in mother’s womb child kicks, so playing football Through these efforts, the academy seems to be
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comes naturally,” says Sylvester Peter, the founder. making the world a better place for them.
“It also makes them disciplined,” says the army
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major’s son from Chennai, who, along with his three

siblings, travelled across India and finally settled in
CHANGE-MAKERS
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capital Delhi.
Sylvester’s yearning to do something worthwhile Dribble Academy
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for the underprivileged began 30 years ago, when The basketball training academy is working with
at the age of 13 he found that a classmate could not around 1000 children of which around 490 are
celebrate his birthday as the boy was too poor to girls from Noida area.
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afford it. After completing his graduation in Eng-

lish honours from Delhi University, Peter did his
Oscar Foundation
s
postgraduate studies in Journalism and Mass Com- The foundation is working in the slums of Mumbai
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munication from Bharatiya Vidya Bhavan, worked which has transformed many a lives through
for some time as a journalist and then founded the football.
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Trust that runs the academy.

My Angels Academy works for children who want
to lead a better life. It works for transforming chil- Child’s Play India Foundation
Based out of Goa, the foundation instils positive
dren from being rag-pickers, petty thieves and drug
values to India’s not-so-privileged-children
addicts to dignified citizens who value honesty and
through classical music.
are treated with respect.
Towards a sustainable intervention AAMAD

Today, most of the children who got a helping hand The main mission of AAMAD, based out of Delhi,
from Peter have joined him to work for the same is to enhance integration and diversity in the field
cause. “I did not know that I can earn a livelihood of art and culture with works uniting people of all
abilities.
through football. I had no targets a few years back.
But today, I know what to do. I have become a foot- Gharkul
ball coach,” says Shakeel. The institution, founded by Sunil Satpute, is
My Angels Academy has been roped in by the working for the underprivileged children with
authorities of Tihar Jail to reform the inmates. “I special needs in the slums of Mumbai.
go to Tihar Jail three days a week. I have been asked

careers360.com/qna
IT’S A QUESTION
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B Mahesh Sarma
Editor, Careers360
OF YOUR CAREER
Q. I completed my 12th from open school. Can I appear for
NEET?
Komal Garg
A. Yes. Open school students as well as private students are allowed
gz
to appear for NEET unless otherwise notified by the Central Board of
Secondary Education (CBSE) for the next session. In March 2018, the
Ma
Delhi High Court ordered the CBSE to allow open school students to
write the NEET UG exam in 2018. However, these students would have
to furnish certain details related to class 11. The candidate has to write
l_
the name of the school, which should be same as that of class 12. The
year of passing class 11 should be a year prior class 12.
ta
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Q. When is the admit card for class 10 NIOS released for

the October session?
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Rajiv Kumar
A. The National Institute of Open School (NIOS) publishes the

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admit card for NIOS class 10 in the second week of September. The
admit card be downloaded from the official website of NIOS in the
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online mode. At the time of applying, students are sent a 11/12 digit
enrollment number which they have to submit when downloading
:/
the admit card. In 2018, the admit card was released on September
19. The exam would be held from October 6 to November 5, 2018.
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Q. When does the NTSE application process start?
Rahul Kumar
A. The National Talent Search Examination (NTSE) is held in

two stages. The first stage is conducted by the States and the
application forms are released on separate dates. Usually, the
application process starts from the first week of August. NTSE first
stage exam is held on the first Saturday and Sunday of November,
every year. Students who clear the first stage would be selected
for the second stage, which is conducted at the national-level by
NCERT.
India’s Best Schools SMALL SCHOOL CONCEPT
SOCIAL WELLBEING
AT THE CORE
Mallya Aditi International School, Bangalore, has a legacy of over three
decades of guiding the young generation for a better world...
by Faizal Khan child-centred, international in perspective, engag-
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ing, active and critical. Its ways of working are dem-
O
n a Monday afternoon, Principal Sathish ocratic and decentralized. The school celebrates
Jayarajan is busy meeting parents. The student and teacher-led initiatives and values crea-
Ma
Principal of the Mallya Aditi Internation- tivity, excellence and a social conscience.
al School, Bangalore, is the Higher Educa- Community connect is an integral part of the cam-
l_
tion Adviser of the school situated in Yelahanka pus culture. A sense of community and social con-
New Town, a suburb in the city. ‘’It is important science lie at the heart of education at the school.
ta
to give good guidance,’’ says Jayarajan, who also The Aditi students are collaborating with the Spas-
teaches Political Science in Class XI and XII and tics Society of Karnataka and are also involved in
gi
Economics for Class IX and X. community work with the HelpAge India, Samiksha
Teaching senior students makes it easy for the and CRY. Senior students have launched a project
Principal to lead the school’s efforts to find the to teach students at the Indira Gandhi Internation-
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best placement for its wards. “I know the children,” al Academy, a school for the children of Sri Lankan
says a confident Jayarajan. “It is easy to give good refugees and a government primary school in the
e/
advice when you know them.” The Principal’s lead-

ership in career counselling is built on the school’s
.m
philosophy that each student learns differently and

that these differences must be acknowledged and
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supported.
“There are so many options for the students,”
says Jayarajan. “But it is important to build the
:/
awareness because each person is different,” adds

the Principal, whose career counselling helps in
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securing placements in India and other countries

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such as Canada, the United States, the United King-

dom, Singapore, Hong Kong, the Netherlands and
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France. The school’s counselling team and Learn-

ing Support Laboratory address the differences
of individual students. Members of the school’s
counselling team are known for their research and
presentation of papers at national and internation-
al conferences.
Child-centred Learning
The school, run by the not-for-profit The Ujwal
Trust, follows the ICSE/ISC curriculum. There
are 600 students and 100 teachers. ‘’We follow the
small school concept,’’ says Joel Kribairaj, Admis-
sions Officer and Chief Examinations Officer.
Founded in 1984 by educators Anne Warrior
and Geetha Narayanan and a pioneering group of
committed teachers and parents, the school strives
to create a learning environment that is

city. The Class XI students of Aditi recently painted It is important to give good guidance. I know the
a government school in nearby Hoskote village and children. It is easy to give good advice when you
provided shelves to the school. know them. There are so many options for the stu-
Creative Arts dents. But it is important to build the awareness
Creative and performing arts is an integral element because each person is different
of education at the school, which believes that art, Sathish Jayarajan,
music and drama are not extra-curricular but an Principal, Mallya Aditi International School, Bangalore
entitlement of all students and, profoundly related
to learning.
The school’s innovative Creative Arts Department The school, which believes in learning from each
has produced critically acclaimed plays, musicals other, has exchange programmes in Germany and
and concerts. The department has led several ini- Sweden for students. A teacher-only exchange pro-
gz
tiatives to integrate creative arts into several other gramme exists with the United States. In the ISC
parts of the curriculum, which has led to the crea- examinations last year, Aditi students secured the
tion of riveting learning experiences on the campus first and second places in Karnataka. At Aditi, stu-
Ma
of the school, which prides itself as a ‘community dents are constantly encouraged to test theories,
of learning’. prove concepts and validate hypotheses.
l_
“We are trying to introduce the creative think- There are five comprehensive laboratories, one
ing component in all subjects,” says the Principal. each for Physics, Chemistry, Biology and two for
ta
The Aditi teachers are constantly engaged with the Computer Science. The physics lab has a separate
students in their different subjects to develop in dark room which doubles as the school’s photog-
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them a sense of critical enquiry. Questioning con- raphy studio. Many meaningful group projects in
ventional wisdom is common in Aditi classrooms. the sciences are assigned to students with clear but
Last year, the Aditi Institute hosted Infosys co- open-ended guidance from the teachers. This gives
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founder, Nandan Nilekani, who delivered a talk that students a chance to experiment together and so
focused on the prospects of a “Digital India”. learn cooperatively, a skill that is irreplaceable in
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today’s world.
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Student Initiatives
The Crafting Table, a non-profit organisation run
/t
by two Class X students of Aditi, recently visited

the city campus of People for Animals and donated
6,700 rupees for rehabilitation of injured animals.
:/
The organisation sells handmade arts and crafts

from 100% recycled or wasted materials at exhibi-
s
tions and fairs around the city. The Mallya Aditi Avi-

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tation Club is another student initiative to introduce

students to the field of aviation.
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Student council elections at Aditi mirror the

strengths of the country’s democratic traditions.
The elections are held for all classes from grade
4 to 12. The elections this year were held in June.
Students standing for elections made campaign
speeches and students had the chance to participate
in a democratic process. The votes were counted by
the class teachers and the results announced the
same day.
Aditi’s ICSE/ISC results this year have been
among the best ever. Two of the ISC students turned
in among the best two performances in Karnataka.
In ISC, the school was among the top performing
schools in the country. In ICE Diploma, there were
20 distinctions in a cohort of 27. The results show
the school is on track to achieve its vision of groom-
ing exceptionally confident students.

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Study Abroad INTERVIEW
SOCIAL
Veronica Hailey, Vice-President
Singh about Bath’s philosophy in
Q. What makes Bath University one
RESPONSIBILITY of the best universities in England?

A. We are one of the best universities in
A FOCAL POINT
England even though we are the young-
est among the top five. We attribute this
to our research culture. Also, the way we
AT BATH
train our students, making them highly
employable. Since a lot is packed in a
gz
short period of time, we emphasize a
lot on the practical aspect of teaching
and learning.
Ma
At University of Bath we have made it
compulsory for our undergraduate stu-
l_
dents to take one year paid internship.
This helps the students to understand
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the business and managerial aspects
of the sectors they want to work in.
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Imparting practical knowledge to stu-
dents is one of the top priorities here.
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Q. What steps do you take to impart

practical education to your students?
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A. As a management school, we lay a

lot of stress not just on the knowledge
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aspect of the education, but also how

much that education can be used in
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the real world. For this, we have vari-

ous methods, systems and techniques,
through which we help our students,
:/
gain practical experience, thereby add-

ing to their skill sets. Our students help
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to find solutions for complex business

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problems.
You can say that while doing this, our
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students along with industry leaders

work as mini-consultancies, where
business problems are discussed, ana-
lysed and solved. We also have events
like Careers Function, where we teach
our students boardroom expertise such
as presentation skills.
Q. What are some of the current

global B-School trends?
A. These days there is additional focus
on things such as supply change man-
agement. With e-commerce gaining
popularity around the world, supply
chain management has become one of
the core areas of management. This
has been basically due to the fact there

of University of Bath and Dean of its management school, speaks to Bhanu Pratap
management studies…
has been a political, social and cultural search and come out with the best solu-
awakening. Impact of artificial intel-
In the modern world, it is tion available.
ligence on small jobs is also being stud- important for a student Communication has become essential
ied in management schools across the to become a well-rounded in every job, it is not important to just
globe. The idea is to train students for employee or a manager. know the solution; you should be able to
the future, as technology keeps evolv- explain the solution as well. Liberal arts
ing after every few years. One needs to This is where liberal arts education will help you look at a prob-
understand the social impact of it. education comes in. lem from a macro level. In the modern
gz
Another trend which is on a rise in Students are able to look work environment, it is important to
management schools is that students learn all the important aspects.
are now being taught data analysis
at a problem from all the
Ma
as well. Over the past few years, data possible angles Q. What is Bath’s philosophy?
analysis has become a big part of the A. We believe that a management stu-
l_
decision making of various corporates. dent should not just look at the financial
Hence, in order to give the management side; there should be some kind of a
ta
students an edge, data analysis has also our junior faculty. Our junior faculty social and cultural aspect to it as well.
become a part of the curriculum in a have a probation period of three years. We want our students to be socially
gi
number of management schools. There And during this period we regularly driven. Our students should understand
is also a rise in the number of women assess them. There is a system in place, that they had an extremely privileged
management students. where the junior faculty undergoes reg- education, because of this they have a
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Across the company boards, women ular evaluation. We even have students responsibility towards the society, and
are increasingly taking charge of impor- evaluating the teachers on their teach- towards those who are less privileged.
e/
tant business positions. So we can say ing methods and other aspects. Our students have a responsibility
that there we have witnessed a steady In spite of such a demanding schedule, towards the society, which they have
.m
rise in the number of women candi- I can proudly say that our teachers are to fulfil.
dates for management courses across happy while teaching as we have a chal- We make sure that our students
/t
the world. lenging work environment. understand that with great privilege
comes a responsibility to do better for
Q. How do you select your faculty? Q. What are your thoughts on liberal the society. Hence, it is important for
:/
A. When it comes to selecting the facul- arts education? them to contribute for the betterment
ty, we have very strict criteria. We select A. In the modern world, it is important of the general population. It is not just
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only those candidates who are not only for a student to become a well-rounded about taking, it is also important to give
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research-oriented but also have a knack employee or a manager. This is where something back to the society.
for teaching university students. Usu- liberal arts education comes in. Stu-
Q. What are some of the achieve-
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ally, it has been noticed that a teacher dents are able to look at a problem from
might be good with research but is not all the possible angles. Education in ments of Bath?
able to teach (his/her primary job). In the liberal arts enables the students to A. We have been ranked among the
order to weed out such candidates, we top five universities in the UK. This is
have a strict process in place. a huge achievement for us considering
Teachers have targets which need to be
Our students should the fact that we are only a couple of
met, only after they have achieved those understand that they had decades old, while the rest of the uni-
targets, will they be able to continue in an extremely privileged versities are a couple of centuries old.
the university. We are not going to take education, because of this We have also been rated Gold in
someone who is good in research, but is Teaching Excellence Framework
unable to teach and vice-versa. they have a responsibility (TEF) by the UK Government.
Our faculty has to be exceptional in towards the society, and Another achievement which I am
both. We have a responsibility towards they have a responsibility proud to share is that in 2014, accord-
our students by providing them with ing to Research Excellence Framework,
the best minds as their faculty in the
towards those who are 87 percent of Bath’s submitted research
university. We maintain high standards. less privileged activity was defined as world-leading
We have very strict guidelines even for and internationally excellent.

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ENGINEERING
Engineering ARTIFICIAL INTELLIGENCE
SPECIAL ARTIFICIAL INTELLIGENCE
From sc
fiction
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The hype around AI is buzzing
l_
today. But before you consider
jumping on to the bandwagon,
ta
read on…
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by Triti Zalka
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P
icture a typical day in Maya’s life. She wakes
e/
up and asks Google Home what her day looks

like. She’s got a few important meetings lined
.m
up, but then there’s that booking for a film

she’s been waiting to watch for such a long time!
/t
It tells her there’s a chance of rain, so she slips an

umbrella into her bag while getting ready. She sits
down for breakfast, and swipes through news arti-
:/
cles on her phone. The app shows the latest happen-

ings in science and sports, because those are some of
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her favourite things. She checks Google Maps, and

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it seems there’s a road block because of a festival on

her daily route, so she plans to leave early. It’s just
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9 AM in the morning, and already, Artificial Intel-

ligence (AI) has made Maya’s life so much easier.
Now imagine an intelligent house, autonomous
vehicles, robotic diagnosticians or a quadcopter
collecting your bills. Needless to say, technology is
getting ‘smarter’ by the day.
The science behind the fantasy

“We know intelligence when we see it in other
human begins or animals. As a species, we’ve always
had an urge to try and replicate that behaviour
and thought process in a machine, in software or
hardware. AI is that endeavour,” explains Shivaram
Kalyanakrishnan, Assistant Professor, IIT Bombay
who teaches AI at the Department of Computer
Shutterstock
Science and Engineering. AI is a branch of comput-

er science that works on the simulation of human

COLUMN
“YOU CAN
ience
START
BUILDING AI
WITH JUST A
LAPTOP AND
to reality
THE INTERNET”
RITO MAITRA
ChironX
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T here are some fields where it is good to have
AI. There are other fields where AI is a neces-
Ma
intelligence processes in machines. Some of these sity. Healthcare today falls into the second cat-
processes include learning, problem-solving, logic, egory. There are simply too few doctors to be
l_
reasoning and common sense among many other able to cater to large populations like ours. AI
facets of human thought and behaviour. Though that can help make their job easier and more effi-
ta
they come inherently to humans, it is difficult to cient by diagnosing patients wherever possible.
replicate them in computer systems. Some spe- Especially in remote areas, where for 95 percent
gi
cific applications of intelligence can be mastered of the cases there are no specialist doctors.
by machines, but many are yet to be attained. For all ChironX plays a small part in this ecosystem
the hype surrounding AI, ‘self-awareness’ is still a by helping ‘read’ medical images and diagnose
Di
far cry. AI is still, in many ways, in its nascent stages, patients using that. Our current focus is on reti-
and calls for a lot more hands on deck. nal fundus images ( just like a chest x-ray is an
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image of your chest, a fundus image is an image

Emerging areas and impact of your eye’s retina). By interpreting these fun-
.m
There are ways in which AI can contribute in every dus images using AI, we can detect early signs
sphere. Healthcare, agriculture, transportation, of diseases that can eventually lead to blindness.
/t
environment and even governance will see major In India there are a total of only 2000 retinal
penetration of AI application. Another obvious specialists for our entire population. Blindness
in our country is a silent epidemic in the making.
:/
PROF. ARUN AGARWAL, Our software works to help reach scales that we
Pro Vice Chancellor,
can’t reach using manpower.
s
University of Hyderabad
The best part of AI is that unlike other fields,
tp
Young people have to be given some it is so much more accessible to everyone. All
interesting stories to capture their the resources are freely available almost always
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on the internet, data is available openly, and the

imagination. We have to capture and community is very active in encouraging and
nurture young mind’s attention, draw helping people come in. Unlike traditional fields,
their interest to study AI for example mechanical engineering, you can
literally start building AI with just a laptop and
the Internet.
use case for AI in India is language. We speak hun- Building of AI and its use is going to increase in
dreds of languages. Yet the amount of resources a the coming years, and as someone who is build-
vernacular language speaker has access to is much ing AI solutions for solving critical problems
less than mainstream languages. “Our lab has been like healthcare, I think it’s a great thing that this
focusing on building systems for translations in sort of democratization of access to not only
Dravidian languages in order to make them more the impact of a technology but also creating it
accessible to the masses. We have strong theoreti- is great for the folks in high school today. They
cal understanding of our languages, but we are now don’t need to wait for a college degree—they
going into data-driven understandings. We’re mak- can start building AIs today. Of course, it takes
ing algorithms that can identify translating words rigour and years to master it, but there’s no harm
between different languages,” says Renjith, a PhD in getting started now.

scholar at University of Hyderabad (UoH). AI has

the potential to augment every domain. If AI can
optimise manufacturing, that could be the differ-
ence between a profit and a loss. If AI could make
an accurate and speedy prognosis, that could be the
difference between life and death.
The business of AI
The application of AI is creeping into many busi-
ness models. From chat bots to help the visitor to
navigate a website, to shopping recommendations
based on his/her history, there are many ways by
gz
which AI can make business better. “In earlier
days, people would start businesses and only then
did they think of which technologies to adopt. The
Ma
current trend is changing—technology is driving
business. Projects are now looking at intelligent
l_
way of doing things through artificial intelligence,
machine learning, data analysis and deep learning.
ta
These technologies and tools are gaining popular- SHIVARAM KALYANAKRISHNAN,
Assistant Professor, Department of Computer Science and
ity in today’s world and it looks like they’re here Engineering, IIT Bombay
gi
to stay,” says Dr. B. Amutha, Professor and Head,
Department of Computer Science and Engineer- Go out boldly, set yourself the chal-
ing, SRM Institute of Science and Technology, lenge of taking a real problem you see
Di
Kattankulathur, Chennai.
around, see how AI might apply and
e/
Power to the people do build up your skills and profile to

“In Indian context, there can be many applica- able to solve it
.m
tions of AI. So many underprivileged people have

bank accounts, but there is no basic literacy. Can sector that needs to be filled. All agencies need to
/t
AI help bring those digital citizen services in the acknowledge that AI can help in different domains,”
language they speak? Can it be done without the urges Asst. Prof. Kalyanakrishnan. If you feel the
need for reading instructions? Can it be custom- urge to clean the environment or make transpor-
:/
ised for dialect because India is the melting pot of tation easier or avoid the amount of red tape that
languages? Can AI empower the differently-abled? happens in our offices, then consider whether it is
s
Can AI with vision and speech audio processing feasible for a technical intervention to help. “Go
tp
bring services to the last thread?” asks Prof. Raju out boldly, set yourself the challenge of taking a real
S. Bapi, Department of Computer and Information problem you see around, see how AI might apply
ht
Sciences, University of Hyderabad (UoH). and do build up your skills and profile to able to
solve it,” he encourages.
Career opportunities in every direction
The obvious bet for graduates with a specialisation Courses
in AI is software companies, but there’s so much UoH launched the first M.Tech (AI) programme
more in store. “There is an AI-sized hole in every in India as early as 1986. IIT Bombay, Indian
Institute of Science, Bangalore, Indian Statistical
Institute, Kolkata and UPES Dehradun are some of
Our lab is focusing on building sys- the top institutes offering courses on AI. Universi-
tems for translations in Dravidian lan- ties like SRMIST have now introduced specialisa-
tions at the undergraduate level. Students can take
guages in order to make them more up B.Tech in Computer Science and Engineering
accessible to the masses with a specialisation in Artificial Intelligence and
RENJITH, Machine or Big Data Analytics. “The beauty of
Research scholar, M.Tech AI at UoH is that the course structure
Department of Computer and Information Sciences,
provides us with a core that is the building blocks of
University of Hyderabad
AI—machine learning, problem-solving methods,

COLUMN
ARTIFICIAL
INTELLIGENCE
- THE FUTURE
CAREER
CHOICE
MUKTABH MAYANK SRIVASTAVA,
Co-Founder, ParallelDots, Inc.
Q. Why has AI gained such momentum in

recent years?
A. While AI and its sub-disciplines were just hip
gz
subjects in Computer Science curriculum for a
very long time, its only recently that cheap stor-
Ma
age space, availability of a large amount of data
Shutterstock
and advanced computational power has started
l_
bringing AI into real-world use.
ta
DR. B. AMUTHA, Q. How can AI contribute to society?
Professor and Head,
Department of Computer Science and Engineering, SRM Institute of
A. While we see that AI algorithms are already
gi
Science and Technology, Kattankulathur making inroads into our phones and devices, AI
will soon start assisting humans in making more
A student should have good mathe- critical decisions in fields like manufacturing,
Di
matical background, problem solving security, medicine and sciences. Astronomers

have started to use AI to discover Earth like
skills, proficiency of computer pro-
e/
planets in other solar systems. Recently, AI-

grammes and good analytical ability based medical diagnostic aids have got FDA
.m
approvals further making it mainstream in the

logical thinking, etc. It helps us recognise real world medical field and we have technologies where AI
/t
problems and see how we can tackle them. AI is algorithms can provide human-level diagnosis, if
really booming—it’s a must to try!” says Upasana not better.
Tiwari, a student at the M.Tech (Artificial Intel-
:/
ligence) programme at UoH. Q. What kind of changes can we expect in

the future?
s
Prerequisite skills A. AI will transform industries and govern-

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The kind of skills you’ll need to negotiate modern ments by making humans smarter and more pro-
AI will include probability theory, proofs, linear ductive. The job descriptions of the future will
ht
algebra, matrices, linear operations, algorithms change, and people will be working around AI in
in computer science, data structures, and more. some way or other ( just like they need to interact
“A student should have good mathematical back- with computers today in whatever they do).
ground, problem solving skills, proficiency of com-
puter programmes and good analytical ability,” says Q. Why take up a career in AI?
Professor Amutha. A. Apart from the money AI professionals make
(A good AI researcher can make upwards of
Course content $200,000 per annum in the USA easily, and
Under the broad AI umbrella are many different salaries have shown to be as high as three million
topics. Machine learning, natural language pro- dollars per year), the impact you can create as a
cessing, computer vision, deep learning, robotics, prospective AI researcher is huge. ‘Solving Can-
knowledge representation, multiple-agent systems, cer’ was used as a hyperbole for an ambitious
human computer interaction, augmented and vir- career choice sometime back, but AI research-
tual reality are to name a few. Today, these are ers will literally do that in a few years. In short,
fairly mature and self-contained in their own right, if Maths and Programming is something you
and students can specialise in any of these areas like, it’s probably the best career choice for next
depending on their interests. couple of decades.

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Job Hunting RIGHT STRATEGY
2. Prepare a mission statement

Trust a ‘mission statement’ works. Once you have
answered these questions, you will get closer to
knowing what you want from your job. Use the
answers to craft a mission statement. This is a two
or three sentence declarative statement about the
ideals, values and beliefs you hold true. It will be at
the heart of your job search strategy and define your
professional goals.
3. Do your research
Now that you have your career goal, you must
try and reach that goal. This phase entails a lot
gz
of research. Which companies have the kind of
jobs that match your career goal? Make a list of
organizations you want to work with and read up
Ma
everything about them, including their annual
Shutterstock
report. Then research industry trends, opportuni-
l_
FIVE STEPS TO ties and history by looking up the Internet and going
through a few trade magazines.
BUILDING THE ta
Also, keep in mind what kind of work environment
you are looking for while conducting background
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PERFECT JOB
checks on organizations. At this stage, you may want
to learn a skill that will put you ahead of others in
the hunt for a job.
SEARCH STRATEGY
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4. Work on finding job leads

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Next, you must decide what sources you will use

Most of the job seekers don’t do much of to find potential employers. Job announcements
homework before setting out on the most
.m
like those you will find on job boards are one way to
go. Networking is another. Connect with company
important journey of their life…
/t
managers and industry insiders via social media

platforms. Attend industry conferences and semi-
A
good job search strategy does not start with nars and try and meet the speakers. Speak to people
:/
applications or job searches. It starts with you. in your social circle who are related to the company
or the industry in some way and ask them what you
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Unfortunately, most of us don’t put much thought should do to find your dream employment. If need
tp
into devising a job search strategy. We just apply be, apply for an internship in an organization of
for the jobs that seem most exciting to us at a given your choice.
ht
point in time. As a result, we may be missing out

on finding our dream job or feeling professionally 5. Prepare a job search strategy
fulfilled. A successful job search always needs a strategy. It
requires planning, so make a weekly list of things
Job hunting requires reflection, information you want to do and keep track of what you’ve
and conversation. And here’s how you can go accomplished. You also have to give it time. Irre-
about it. spective of how busy your schedule is, set aside a
few hours every day or week to putting your job hunt
1. First figure out what you want plan into action.
Find out a quiet place to sit down and introspect. Social philosopher Thomas Moore said, “It isn’t
Hone in on the strengths and work on your weak- enough that we have meaningful work. What is
nesses in your professional and personal life. Then also required is work that satisfies the soul.” A well-
think about which one of those strengths brings planned out job search strategy will reward you
you the greatest fulfilment. Determine the field, with both.
industry or sector you want to work in and the role
you want to play there. Now see how your skills sets This article was first published on
fit into that slot. MonsterIndia.com.

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FOR JEE/NEET 2019 PREPARATION PACKAGE CALL 011-40 360 360

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